Support for Learners Policy - Angus Council

Support for Learners Policy
Revised October 2006 - Review date September 2011
EDUCATION

ANGUS COUNCIL
EDUCATION DEPARTMENT
SUPPORT FOR LEARNERS POLICY
Revised October 2006
Review date September 2011

CONTENTS
SUBJECT
Page no
Section 1 Support for Learners: Policy Statement 3
Section 2 References to other national policies/documents 7
Section 3 References to other Council policies/documents 17
Section 4 Operational/procedural advice & information 19
1) Introduction
2) Additional Support Needs
3) Minimum Effective Intervention
4) Staged Intervention
5) Identifying Additional Support Needs (ASN)
6) Understanding & Assessing ASN
7) Addressing ASN
8) Alternative Assessment Arrangements
9) Transitions
10) School-based Support
11) Centrally-deployed Support
12) Angus-wide Support/Additional Resources
13) Looked After Children
14) Specialised Provision (Resourced Schools)
15) The Education of Pupils absent from school
with long-term illness
16) Therapy Services
17) Individualised Educational Programme (IEP)
18) Co-ordinated Support Plans
19) Working with Children and Families
20) Avoiding and Resolving Disagreements
21) Training
22) Awareness-Raising
23) Monitoring
24) Evaluation
25) Review
Appendix 1 Legislative Context 69
Appendix 2 Support Services 77
Appendix 3 Useful Contacts (local) 83
19
22
26
27
34
35
37
38
39
40
42
49
50
53
54
56
57
60
64
66
68
68
68
68
68
1

Appendix 4 Useful Contacts (national) 85
Appendix 5 Specimen School Policy 95
Appendix 6 Alternative Assessment Arrangements 109
Appendix 7
Speech & Language Therapy Services:
Model for service delivery to pupils who have a
CSP/IEP
Appendix 8 Parents’ Guide to Additional Support Needs 147
143
Appendix 9
Job Outline:
Support for Learning Assistant
163
Appendix 10 Co-ordinated Support Plan:
Assessment Tool
Appendix 11 Managing Case Conferences:
Guidelines
Appendix 12 Template:
Note of Stage 3 Case Conferences
Appendix 13 Process of enrolment in resourced pre-school
classes
Appendix 14 The role of visiting specialists in the placement of
children with additional support needs in preschool
classes
165
167
169
173
177
Appendix 15 Case Conference Pro forma 179
Appendix 16 CSP: Completed Specimen 183
Appendix 17 Glossary 189
2

Section 1
Section 1
Support for Learners: Policy Statement

ANGUS COUNCIL – EDUCATION DEPARTMENT
SUPPORT FOR LEARNERS: POLICY STATEMENT
1 PURPOSE
1.1 This policy has been produced specifically to enable all staff working with pupils with
additional support needs (ASN) to devise effective curricula and working practices in order to
identify and develop the potential of each child.
• The umbrella title 'Support for Learners’ applies to all learners, and support is firmly
based upon the needs of the child.
• This policy has been developed in the context of social inclusion and on the
presumption that virtually all children are educated in mainstream provision.
• This policy is based on the fact that pupils perform better when they know what it is
they have to learn, are aware of their personal learning styles and have clear,
agreed performance targets.
2 UNDERPINNING PRINCIPLES
2.1 Angus Council is committed to providing for all pupils a progressive and high quality
education appropriate to their needs in a setting in which they feel valued and safe.
2.2 The process of learning will be enhanced where there is an appropriate working
environment, where there is a commitment to developing the potential of each individual
pupil, where pupils are actively engaged in the learning process, where there is consistency
of practice across the staff working with individual pupils and where there are agreed
programmes of work.
2.3 Partnership with parents is of particular importance and parents should be actively
encouraged to contribute to their child’s learning.
2.4 Pupils who have additional needs are supported in their local school whenever possible. All
schools are resourced to provide support for pupils in terms of the curriculum, physical
access, personal care and social care needs.
2.5 For those pupils with identified needs which require more than can be provided in their local
school, there is the option of attendance at a neighbouring Angus school where additional
resources are available.
2.6 A very small number of pupils may require highly specific provision which is only available
outwith Angus. The Education Department, working with the pupil's parents and other
agencies as appropriate, can make arrangements for the pupil to access this provision.
2.7 The process of staged intervention underpins this policy and additional support is provided
on the model of minimum effective intervention.
3

3 COURSE OF ACTION TO BE FOLLOWED
3.1 A high quality education will be provided for all pupils by:
• providing a setting in which all pupils feel valued and safe
• ensuring that all children and young people are given the opportunity to realise their full
potential
• supporting pupils with Additional Support Needs in as local a setting as possible.
4 WHO SHOULD IMPLEMENT THE POLICY?
4.1 DIRECTOR OF EDUCATION & CENTRALLY-BASED STAFF
The Director of Education is responsible for supporting schools in the implementation
of this policy by:
• developing detailed Policy Guidelines to assist staff working with pupils who have
additional support needs
• providing a range of staff development opportunities for all staff
• promoting access to information
• advising on the production and use of appropriate support materials
• assisting schools and support services to develop working practices
• developing appropriate resources and information to enable pupils to be supported in,
or as close as possible to, their local community
• planning and developing provision in the light of emerging needs
• providing an appropriate range of support services and partnership arrangements with
other agencies
• ensuring regular reviews of this policy.
4.2 HEAD TEACHER
The Head Teacher is responsible for the implementation of this policy by:
• promoting a positive ethos in the school which values the inclusion of all pupils
• ensuring that the Support for Learners Policy is promoted appropriately to staff, pupils,
parents/carers and the School Board
• ensuring that the Support for Learners Policy and Guidelines are fully implemented and
the school’s policy is reviewed on a regular basis
• deploying staff to support individuals and groups of pupils on the basis of a staged
intervention process
4

• developing, in partnership with centrally-based staff in the Education Department and
other agencies, appropriate support for individuals and groups of pupils.
4.3 ALL STAFF
All staff are responsible for the implementation of this policy by:
• working co-operatively to develop and promote a supportive and caring ethos in the
school which ensures the inclusion of all children
• working collaboratively with colleagues and parents to meet the needs of pupils
• developing and managing strategies to deliver an effective education for all pupils
• devising, where relevant, Individualised Educational Programmes (IEPs) for pupils with
additional support needs.
4.4 PARTNERSHIPS
All partners are encouraged to support implementation of this policy by:
• working to ensure that all pupils are given the opportunity to develop their full potential
• assisting the Head Teacher and school staff in promoting the policy to all parents and
the wider community.
This revised policy has been approved by the Education Committee (on 22 August
2006) after an extensive consultation exercise.
5

Section 2
Section 2
References to other national policies/documents

REFERENCES TO OTHER RELEVANT NATIONAL POLICIES/DOCUMENTS
The documents listed below provide a wealth of background detail and practical advice. Wherever
possible, the most relevant publications are identified and, for ease of use, many are crossreferenced
in other sections.
1 Implementing Inclusiveness, Realising Potential (Beattie Report)
Scottish Executive 1999
This multi-volume report has a focus on how a culture of inclusiveness can be created in
school provision and beyond, and on establishing multi-agency working practices which will
enable this.
http://www.scotland.gov.uk/library2/doc04/bere-00.htm
2 Report into the Education of Children with Severe Low Incidence Disabilities
(Riddell Report): Scottish Executive 1999
This is the report of an advisory committee established to undertake a strategic review of
both current and future provision, in school and beyond, for a small number of children with
complex special educational needs and often associated social or medical needs.
3 A Route to Equality and Fairness: Self-evaluation using Performance Indicators
HM Inspectors of Schools 1999
This report followed a two-year national development project on promoting social
competence in schools as a route to developing citizenship and improving social inclusion.
4 Raising Standards - Setting Targets for Pupils with Special Educational Needs
Scottish Office (Education & Industry Department) 1999
This support pack produced by HMI is comprised of five booklets aimed at teaching
professionals and offering advice on raising the attainment of pupils with special
educational needs using target-setting, self-evaluation and monitoring.
5 Success For All : Target Setting Within Individualised Educational Programmes – A
Handbook for Schools and Education Authorities
Northern College and SEED 2000
The handbook provides support materials and advice to schools about the use and
management of individualised educational programmes (IEPs) for pupils with special
educational needs.
http://www.Itscotland.org.uk/inclusiveeducation/publications/successforall.asp
7

6 Standards in Scotland's Schools etc Act 2000
Stationery Office 2000
A significant new focus for Local Education Authorities was introduced by this legislation
with its emphasis on the ‘presumption of mainstreaming’. Its intention is to establish the
right of all children and young people to be educated alongside their peers in mainstream
schools unless there are good reasons for not doing so. From 1 August 2003, the only
‘noted exceptional circumstances’ to this became the pupil’s needs requiring specialist
provision.
7 The Same as You? A Review of Services for People with Learning Disabilities
Scottish Executive 2000
A wide-ranging review involving service users and professionals, reflecting government
policies of ‘social inclusion’, equality and fairness, and the opportunity for people to improve
themselves through continuous learning.
http://www.scotland.gov.uk/ldsr/docs/tsay-00.asp
8 IEP Pack
North Ayrshire Council Education Department
Individualised Educational Programmes, North Ayrshire Council 2001
This loose leaf folder pack, designed to provide schools with a consistent and rigorous
approach to personal educational target setting, was issued to Angus resourced schools
during school session 2001 – 2002.
9 Learning with Care: The Education of Children Looked After away from Home by
Local Authorities.
HM Inspectors of Schools & the Social Work Services Inspectorate 2001
This report followed a joint HMIE and SWSI inspection of the social work and educational
services provided to meet the educational needs of looked after children living away from
home. The report made nine main recommendations for improving services.
http://www.hmie.gov.uk/documents/publications/lwc-pdf
10 Guidance on Education of Children Absent from School through Ill-health
Scottish Executive Education Department 2001
Guidance on the duty under the Standards in Scotland’s Schools Act for LEAs to ensure
that children who are unable to attend school for health reasons nevertheless receive an
appropriate education.
11 For Scotland's Children
Scottish Executive 2001
An Action Plan compiled by a team of experts from local government, the NHS and the
voluntary sector, their brief to look at ways in which children’s services might be better
integrated. Described current services to the most vulnerable children as ‘chaotic’ and
made twelve main recommendations.
http://www.scotland.gov.uk/library3/education/fcsr-00.asp
8

12 Guidance on Assessment Arrangements for Candidates with Disabilities and/or
Additional Support Needs
Scottish Qualifications Authority 2004
This document is a guide for teachers about what to do when considering and making
requests for candidates who require special assessment arrangements.
Also refer to other national/local policies/documents 37
13 Better Behaviour - Better Learning: Report of the Discipline Task Group
Scottish Executive 2001
A report prepared by a multi-disciplinary task force concerned to recommend strategies by
which discipline might be improved in Scottish schools. The report lays an emphasis on
establishing local solutions to local problems and the need to involve key stakeholders in
any solution.
http://www.scotland.gov.uk/library3/education/rdtg-00.asp and 2004 policy update
http://www.scotland.gov.uk/library5/education/bbssu-00.asp
14 How good is our school?
Her Majesty’s Inspectorate of Education 2001
Her Majesty's Inspectorate of Education - one of a series of publications from HMIE
supporting inclusive education.
http://www.hmie.gov.uk/documents/publication/HGIOS.pdf
15 A Guide for Education Authorities and Schools in Scotland
Commission for Racial Equality 2002
Designed for pupils, parents, community groups, contractors, partners and others who want
to know what they can expect from education authorities and schools, and what education
authorities and schools might expect from them.
16 Assessing our Children's Educational Needs: The Way Forward?
Scottish Executive 2002
This document was produced by the SEN Unit, Pupil Support and Inclusion Division of the
Scottish Executive Education Department. It provides a summary of consultation seminars
held following publication of draft legislation on Additional Support Needs.
17 Review of the Provision of Educational Psychologists in Scotland
(Currie report) Scottish Executive 2002
Examines the role of Educational Psychologists in the context of increasing demands on
their service and considers strategies for maximising effective use of, and increasing the
availability of, a scarce resource.
18 How Good is our School?: Self-evaluation using Quality Indicators
HM Inspectorate of Education (revised) 2002
A four-part publication which identifies three basic questions – How are we doing? How do
we know? What are we going to do now? – and relates school achievement to national
attainment levels and the achievement of targets within IEPs.
9

19 Code of Practice for Schools: Disability Discrimination Act 1995: Part 4
Disability Rights Commission 2002
Detailed advice on the new duties which came into effect in September 2002 and extended
the Disability Discrimination Act 1995 to cover every aspect of education. Also available on
the DRC website: www.drc-gb.org
20 Working Together for Race Equality: The Scottish Executive’s Race Equality
Scheme.
Scottish Executive 2002
This Race Equality Scheme for the Scottish Executive seeks to identify and overhaul any
function or policy that in any way discriminates against or has an adverse impact on anyone
from a minority ethnic background.
21 Count Us In
HM Inspectorate of Education 2002
The first in a series of HMIE contributions on an inclusive approach to education, this report
identifies important messages for practice in the context of recent legislative, policy and
educational developments in Scottish education.
22 Guidelines for the practice of mediation (developed by the Scottish Mediation
Network)
Scottish Mediation Network 2002
These are generally accepted guidelines for the practice of mediation, and are intended to
form a baseline for the conduct of all forms of mediation in Scotland.
http://www.scottishmediation.org.uk/index.asp
23 "It's everyone's job to make sure I'm alright"
Scottish Executive 2002
http://www.scotland.gov.uk/library5/education/iaar-00.asp
24 Growing Support: A Review of Services for Vulnerable Families with Very Young
Children.
Scottish Executive 2003
Looks at the support currently provided to vulnerable families with young children and
advises on a collaborative multi-agency approach to encourage and support the most
vulnerable children and families to make best use of mainstream services.
25 Developing Parent - Professional Partnerships in Additional Support Needs
Provision : A Training Manual.
Enquire & Scottish Executive 2003
Enquire, working on behalf of the Scottish Executive, has produced a training manual which
is designed to enhance the ability of all those involved in additional support needs to work
together in the best interests of the child.
10

26 Update: Scottish Formats Resource
Scottish Accessible Information Forum
Update is Scotland’s national disability information service. In collaboration with the
Scottish Accessible Information Forum (SAIF) it has produced a directory of contact details
for local sources of specialist advice and support.
http://www.saifscotland.org.uk
27 A Scottish Executive Review of Speech and Language Therapy, Physiotherapy and
Occupational Therapy for Children and Speech and Language Therapy for Adults
with Learning Disabilities and Autistic Spectrum Disorder
Scottish Executive 2003
http://www.scotland.gov.uk/library5/health/rsltm-00.asp
28 A Scottish Framework for Nursing in Schools
Scottish Executive 2003
http://www.scotland.gov.uk/library5/education/sfns-00.asp
29 Inclusive educational approaches for Gypsies and Travellers within the context of
interrupted learning
Learning & Teaching Scotland 2003
http://www.ltscotland.org.uk/resources/travellers.pdf
30 Needs Assessment Report on Child and Adolescent Mental Health
Public Health Institute for Scotland 2003
http://www.phis.org.uk/pdf.pl?file=publications/CAMH1.pdf
31 Ambitious, excellent schools - agenda for action
Scottish Executive 2004
http://www.scotland.gov.uk/library5/education/aesaa-00.asp
32 Choosing a School: A guide for parents
Scottish Executive 2004
http://www.scotland.gov.uk/library5/education/cas04-00.asp
33 Code of Additional Support Needs Mediation Practice
Govan Law Centre 2004
Produced by the Govan Law Centre Education Law Unit, is based on the Yorkshire and
Humberside SEN Mediation's guidelines and Code of Practice for Mediators.
http://www.edlaw.org.uk/ASNMed.pdf
11

34 Hidden Harm
Scottish Executive 2004
The Scottish Executive Response to the Report of the Inquiry by the Advisory Council on
the Misuse of Drugs.
http://www.scotland.gov.uk/Publications/2004/10/20120/45470
35 Partnership Matters: A Guide to Local Authorities, NHS Boards and Voluntary
Organisations on Supporting Students with Additional Needs in Further Education
Scottish Executive 2004
http://www.scotland.gov.uk/library5/health/glanhs-00.asp
36 Protecting Children and Young People - Framework for standards
Scottish Executive 2004
http://www.scotland.gov.uk/library5/education/pcypfs-00.asp
37 The Education (Additional Support for Learning) (Scotland) Act 2004
Scottish Executive 2004
38 A Curriculum for Excellence
Scottish Executive 2004
This government initiative aims to focus classroom practice upon the child and around the
purposes of education; simplify and prioritise the current curriculum; encourage more
learning through experiences and create a single framework for the curriculum and
assessment 3-18.
http://www.LTScotland.org.uk
39 Finding Practical Solutions to Complex Needs:
Scottish Executive 2005
A consultation on the arrangements for supported further education places and funding for
students with complex needs.
http://www.scotland.gov.uk/Resource/Doc/54357/0013555.pdf
40 Hall 4
Scottish Executive 2005
The fourth edition of a Royal College of Paediatrics and Child Health report following its
most recent review of childhood screening and surveillance practice across the UK.
http://www.scotland.gov.uk/Resource/Doc/37432/0011167.pdf
41 Happy, safe and achieving their potential - a standard of support for children and
young people in Scottish schools
Scottish Executive 2005
The report of The National Review of Guidance 2004
http://www.scotland.gov.uk/library5/education/hsap-00.asp
12

42 Individuals in Transition: A Framework for Assessment and Information Sharing
Careers Scotland 2005
This framework has been prepared by Careers Scotland in partnership with a wide range of
agencies and the Scottish Executive to facilitate the effective sharing of information
between agencies.
http://www.careersscotland.org.uk/careersscotland/Web/Site/GenericServices/About_Us/policy_transition.asp
43 Moving On from School to College
Her Majesty's Inspectorate of Education
http://www.hmie.gov.uk/documents/publication/more.htm
44 Supporting Children’s Learning
Scottish Executive 2005
This document is more widely referred to as the Code of Practice which has been designed
to assist with the implementation of The Education (Additional Support for Learning)
(Scotland) Act 2004.
http://www.scotland.gov.uk/publications/2005/08/15105817/58187
45 A Climate for Learning
Her Majesty’s Inspectorate of Education 2005
This report is a review of the implementation of the “Better Behaviour – Better Learning”
report.
http://www.hmie.gov.uk
46 Safe and Well: A Handbook for Staff, Schools and Education Authorities
Scottish Executive 2005
47 Missing Out: A report on children at risk of missing out on educational opportunities
Her Majesty’s Inspectorate of Education 2006
http://www.hmie.gov.uk
48 Improving Scottish Education
Her Majesty’s Inspectorate of Education 2006
This report provides a general overview of performance in all sectors of education and
signposts areas in which further improvements can be made in respect of provision and
outcomes for learners.
http://www.hmie.gov.uk
13

49 How Good Is Our School? The Journey to Excellence
Her Majesty’s Inspectorate of Education 2006
This resource pack has been developed to provide practical support for schools which are
ready to make the step change from “good” to “great”.
http://www.hmie.gov.uk
50 Special Measures for Vulnerable Adult and Child Witnesses: A Guidance Pack
Scottish Executive 2006
http://www.scotland.gov.uk/Topics/Justice/criminal/18245/12291
51 Excellence for All: Meeting Pupils’ Needs in Specialist Provision
Learning and Teaching Scotland 2006
http://LTScotland.org.uk/inclusiveeducation
52 Focusing on Inclusion and the Education (Additional Support for Learning)
(Scotland) Act 2004: A Paper for Professional Reflection
Learning and Teaching Scotland 2006
This is one of a series of publications intended to assist educational professionals to reflect
critically and creatively on how best to meet the needs of Scotland’s young people in the
21 st century.
http://LTScotland.org.uk/inclusiveeducation
53 The Additional Support Needs Tribunals for Scotland website provides information
about the tribunal.
http://www.asntscotland.gov.uk
54 The Assessment is for Learning programme seeks to provide a streamlined and coherent
system of assessment. It will ensure that parents, teachers and other professionals have
the feedback they need on pupils' learning and development needs. The website also has
many links to other useful information.
http://www.ltscotland.org.uk/assess/texthome.asp
55 The Children's Hearings System website contains background information on Children's
Panels and provides information on what happens in a Hearing.
http://www.childrens-hearings.co.uk/
56 The Disability Rights Commission (DRC) is an independent body established in April
2000 by an Act of Parliament to stop discrimination and promote equality of opportunity for
disabled people.
http://www.drc-gb.org/
14

57 The don't give it, don't take it resource has been developed to provide teachers and
others who work with young people material which they can use to raise awareness of
sectarianism and religious intolerance and encourage better mutual understanding.
http://www.ltscotland.org.uk/antisectarian/
58 The Family Matters Working Together multimedia pack supports bilingual key workers
working in partnership with minority ethnic families of disabled children including those who
are identified as having additional support needs or requiring additional support.
http://www.ltscotland.org.uk/inclusiveeducation/publications/meldi/index.asp
59 The inclusive education web resource brings together a range of up-to-date information,
useful resources and connections to relevant organisations relating to inclusion.
http://www.ltscotland.org.uk/inclusiveeducation/index.asp
60 Learning and Teaching Scotland offer support and guidance on all matters related to the
curriculum in the early years, and primary and secondary education sectors in Scotland and
promote learning through life. The website provides links to a number of other useful
resources.
http://www.ltscotland.org.uk/index.asp
61 Extraordinary Lives. This report which has been produced by the Social Work Inspection
Agency describes what good care is for children and young people who are looked after by
local authorities.
Further background information on relevant legislation is provided in Appendix 1, page 69.
15

Section 3
References to other Council policies/documents
Section 3

REFERENCES TO OTHER RELEVANT COUNCIL POLICIES/DOCUMENTS
The documents listed below detail the Council’s policy in the specified areas. Wherever
appropriate the most relevant publications are cross-referenced in other sections.
1 Case Conference Procedures
Angus Council Education Department December 1997. Available on the Education Intranet
site
Guidance on Good Practice in Managing Case Conferences was issued to all schools in
December 1997, in association with template formats for minutes of Future Needs
Assessments, Future Needs Reviews, Formal Reviews of Records of Need, and Annual
Reviews of Records of Need.
2 Intimate Care Guidelines
Angus Council Education Department December 1997. Available on the Education Intranet
site.
This guidance in two formats, for managers and carers, offers practical advice on
procedures which will allow dignity and respect to pupils who require assistance in some
areas of intimate care, while at the same time ensuring staff safety.
3 Exclusion From School – Guidelines for Head Teachers
Angus Council Education Department February 2001. Available on the Education Intranet
site
This guidance provides detailed advice on the procedures which must be followed if a pupil
is to be temporarily excluded from school.
4 Fire Evacuation Procedures
Available on the Education Intranet site
Guidance on planning procedures for the emergency evacuation of school buildings, taking
account of specific circumstances such as additional precautions necessary to safeguard
pupils who have, for example, a physical disability or sensory impairment.
5 Child Protection Guidelines and Procedures
Angus Council 2006. Available on the Education Intranet site.
The guidelines set out the responsibility of Education Department personnel in the area of
Child Protection, and describe the procedures which must be followed where there is
suspicion or knowledge of abuse.
6 Positive Behaviour Management : Guidelines for Schools
Angus Council October 2002. Available on the Education Intranet site.
The guidelines have been developed as a source of practical advice for school staff
following the publication of the report of the National Discipline Task Group “Better
Behaviour : Better Learning”.
17

7 Administration of Medication in School
Angus Council. Available on the Education Intranet site.
The guidance sets out the procedures to be adopted where a parental request for
medication to be administered in school can be reasonably met. The intention is to allow
pupils who have medical conditions requiring adult intervention nevertheless to experience
as little interruption to their schooling as possible.
8 Alternative Assessment Arrangements (Appendix 6)
Angus Council. Available on the Education Intranet site.
This guidance document supplements the advice provided by the Scottish Qualifications
Authority.
Also refer to other national/local policies/documents 12
9 Attendance Default Guidelines
Angus Council. Available on the Education Intranet site.
This guidance document details the procedures to be followed where there are concerns
about a pupil’s patterns of attendance.
10 Practice Procedures for Inter-Departmental Liaison: Education and Social Work
The procedures detailed in this document centre around the five stage decision-making
process which has been designed to facilitate co-operation between staff, parents, carers,
children and young people.
11 Interagency Guidelines for Professional Staff: Working Together to Protect Children
in Angus 2005
Angus Child Protection Committee
12 Working with Children and Families Affected by Parental Substance Misuse:
Interagency Protocol 2005
Angus Drug and Alcohol Action Team and Angus Child Protection Committee
18

Section 4
Operational/procedural advice and information
1) Introduction
2) Additional Support Needs
3) Minimum Effective Intervention
4) Staged Intervention
5) Identifying Additional Support Needs (ASN)
6) Understanding & Assessing ASN
7) Addressing ASN
8) Alternative Assessment Arrangements
9) Transitions
10) School-based Support
11) Centrally-deployed Support
12) Angus-wide Support/Additional Resources
13) Looked After Children
14) Specialised Provision (Resourced Schools)
15) The Education of Pupils absent from school
with long-term illness
16) Therapy Services
17) Individualised Educational Programme (IEP)
18) Co-ordinated Support Plans
19) Working with Children and Families
20) Avoiding and Resolving Disagreements
21) Training
22) Awareness-Raising
23) Monitoring
24) Evaluation
25) Review
Section 4

ANGUS COUNCIL – EDUCATION DEPARTMENT
SUPPORT FOR LEARNERS POLICY : GUIDELINES
OPERATIONAL/PROCEDURAL ADVICE & INFORMATION
1 INTRODUCTION
This policy statement describes how children and young people will be supported in their learning.
It sets out the policy of the Education Service to ensure that the educational needs of all children
and young people are identified, understood and addressed.
It should be read with reference to Supporting Children’s Learning, the Code of Practice supporting
the Education (Additional Support for Learning) (Scotland) Act 2004 which was implemented in
November 2005.
References to relevant sections of the Code of Practice appear in bold italics throughout this
document.
This policy is based on the concept of additional support needs. This term applies 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 can include
those who:
• have motor or sensory impairments
• have a learning difficulty
• have emotional or social difficulties
• are on the child protection register
• are living with parents who have mental health problems
• are living with parents who are abusing substances
• are looked after
• are not attending school regularly
• have English as an additional language
• are particularly able or talented
• have experienced a bereavement
• are young carers
• are being bullied
The above list is not exhaustive nor should it be assumed that inclusion in the list automatically
implies that additional support will be necessary.
CoP Chapter 1
19

In order to support the effective learning of all children and young people the Education Service will
• make arrangements to identify additional support needs
• make adequate and efficient provision for the additional support required for each child or
young person with additional support needs for whose school education they are
responsible
• keep under consideration additional support needs identified and the adequacy of support
provided to meet the needs of each child or young person
• provide appropriate additional support for pre-school children with a disability (generally
children under 3) belonging to its area who have been referred to it by an NHS Board and
have additional support needs arising from their disability
• publish, review and update, as necessary, specified information about this policy and
arrangements
• open a Co-ordinated Support Plan (CSP) for those children or young people for whom this
is appropriate and keep this under regular review
• provide independent and free mediation services for those parents and young people who
want to use such services and publish information about how to access these services
• maintain arrangements for resolving disputes
• at least 12 months prior to the expected school leaving date, request and take account of
information and advice from appropriate agencies likely to make provision for the child or
young person when he/she leaves school
• no later than 6 months before the child or young person is expected to leave school, and
with the agreement of the child/young person and their parents, provide information the
Authority thinks appropriate to whichever appropriate agency or agencies may be
responsible for supporting the young person once he/she leaves school.
CoP Chapter 1
20

Rights of parents and young people
Parents have rights (and young people have these rights on their own behalf) to
• request the education authority to:
−
−
−
establish if their child has additional support needs
establish if their child requires a Co-ordinated Support Plan; or
review an existing Co-ordinated Support Plan.
• receive advice and information about their child's additional support needs
• request a specific type of assessment and/or examination when the education authority is
considering whether a child or young person has additional support needs or requires a Coordinated
Support Plan. Such a request can also be made when a plan is being reviewed
• request the use of mediation services
• make use of dispute resolution arrangements
• request a place in a specified school which, if a pupil has ASN, can include an independent
special school
• be informed of the outcome of requests. To have the reasons why a request is refused and
to have their various rights of appeal explained including how to refer their concerns for
dispute resolution or to the ASN Tribunal as appropriate
• receive a copy of the Co-ordinated Support Plan and subsequent amendments
• be asked for their views and have them taken into account and noted in the Co-ordinated
Support Plan
• bring a supporter or advocate with them to any meeting with the school or education
authority.
CoP Chapter 1
21

2 ADDITIONAL SUPPORT NEEDS
All children and young people need support to help them learn but many children require additional
support to learn at one point or another during their school career. This fact has been widely
recognised and described in both The Education of Pupils with Learning Difficulties (HM
Inspectorate 1978) and The Warnock Report (1979). The number of pupils who have short-term
learning difficulties has been estimated to be as high as 50% of the pupil roll. However, it is now
generally accepted that some 20% of pupils in schools may have significant learning difficulties.
The principles underpinning the new framework introduced by the Education (Additional Support
for Learning) (Scotland) Act 2004 are:
• Education must be child-centred, yet take an holistic approach to the needs of the child
and his or her family
• Schools should demonstrate a commitment to inclusiveness
• The views and rights of children, young people and their parents should be respected
and listened to
• National and local policies for improving standards should include all children
• Allocation of resources by schools, local authorities and their partners should demonstrate
a commitment to inclusiveness and delivery of integrated services, and should take
account of the diversity of local pupil populations.
Schools must take account of the needs of all children who face any kind of barriers to learning.
Increasingly, the distinctions between Support for Learning and Behavioural Support staff are
being removed and all teachers are expected to work as a team to support the individual needs of
children.
22

In addition to the introduction of a new formalised planning process (the Co-ordinated Support
Plan) there is a recognition that the number of pupils described as having additional support needs
will be significantly greater than the group of children who previously were described as having
special educational needs.
While approximately 2% of the population had a Record of Needs it is anticipated that the number
of children with a CSP will be less than 1% of the total pupil population as two significant criteria
must be satisfied before a CSP is appropriate:
• the pupil must face significant and enduring barriers to learning as a result of complex
and/or multiple factors
• high levels of support must be provided by one or more agencies/services other than
Education – most usually the Health Service and the Social Work Department.
Also refer to other national/local policies/documents 6 & 37
The benefit gained from school education by children and young people will vary according to their
individual needs and circumstances.
However, children and young people benefit from school education:
• when they can access a curriculum which supports their learning and personal
development
• when teaching and support from others meet their needs
• when they can learn with, and from, their peers; and,
• when their learning is supported by the parents in the home and their wider
community.
A difficulty or particular need affecting one or more of these areas may mean that additional
support is needed to help a pupil to benefit from school education.
The main sources of support in pre-school, primary and secondary provision are school staff who,
through their professional practice, will be able to meet a diverse range of needs. With good
quality teaching, good quality learning and an appropriate curriculum most children and young
people are able to benefit appropriately from education without the need for any more
support than is already available in mainstream classrooms.
23

WHAT GIVES RISE TO ADDITIONAL SUPPORT NEEDS?
A wide range of factors may lead to children and young people needing additional support. These
fall broadly into the four overlapping themes described below:
• learning environment
• family circumstances
• disability or health need
• social and emotional factors.
All schools are expected to provide an
effective and efficient education for all
children and young people on their roll,
including those with additional support needs.
However, the educational experiences
provided for some children may need to take
more account of their individual needs and
circumstances to ensure that they derive
appropriate benefit from school education.
“The learning environment may give rise
to additional support needs, for example
as the result of factors such as the ethos
and relationships in the school, inflexible
curricular arrangements or inappropriate
approaches to learning and teaching”
(HGIOS 2004).
The term additional support needs is much
broader than the more traditional view of
pupils with learning difficulties and will require
staff to consider a broader range of support
needs.
Thus a child who is more able may need a
more challenging curriculum in order to make
appropriate progress; a child whose first
language is not English may need additional
support to access the curriculum.
24

Family circumstances can also give rise to additional support needs; for example, if a child's or
young person's home life is disrupted by homelessness, parental alcohol or drug misuse, or
parental mental or physical health problems, or where the pupil is a young mother, or is helping to
care for disabled parents or siblings. A child or young person may be being looked after by the
local authority or have recently left care or be in need of measures to secure their care and
protection. In these circumstances support from social work services may be needed to ensure
that the child or young person is able to benefit from education.
Issues relating to a disability or health need may mean that additional support is required, for
example, where a child or young person has a motor or sensory impairment, specific language
impairment, autistic spectrum disorder or has learning difficulties. Mental health problems such as
attention deficit hyperactivity disorder or depression can disrupt learning and may lead to additional
support being required from mental health services to ensure benefit from school education.
Social and emotional factors may also give rise to a need for additional support. A child being
bullied or who is bullying may need additional support. A child experiencing racial discrimination
may need additional support. A child with behavioural difficulties may require additional support to
develop positive behaviour in school or to stop offending in the community.
Additional support needs may be of short duration, perhaps a few weeks or months, or
could be long-term over a number of years. The factors which may give rise to additional
support needs are wide and varied, because they relate to the circumstances of individual
children.
The same factor may have different impacts on individual learners. For example, one child or
young person may find that difficulties at home have an adverse impact upon his or her learning.
Another child in apparently similar circumstances may experience a minimal impact on his or her
learning.
CoP Chapter 2
25

3 MINIMUM EFFECTIVE INTERVENTION
This internationally recognised principle of making support appropriate and proportionate to a
child or young person’s needs informs good practice for many agencies. Specifically, it seeks to
establish the least restrictive environment for a child’s education, care and development so that
children with additional support needs can have as normal an upbringing as is possible. It
assumes that it is only appropriate to intervene, and do something additional or different, when
that is absolutely necessary (the no order* principle) and intervention should only be
introduced and maintained for as long as is absolutely necessary.
* “Courts and Children’s Hearings shall regard the welfare of the child concerned as the paramount consideration and
shall not make any order unless it is considered that it would be better for the child that the order be made than that
none should be made at all.”
Children (Scotland) Act 1995 Sec 11 (7) (a) and Sec 16 (3).
26

4 STAGED INTERVENTION
Good practice in identifying, understanding and addressing additional support needs is
characterised nationally by a staged approach. This approach is outlined below.
The five stages indicate, in sequence, what is to be done and by whom to meet a child’s needs in
such a way that the response is appropriate and effective, with minimum disruption to the child’s
experience and development.
The dynamics for movement between stages are:
effective identification and support at the earliest stage
co-ordination of support where necessary
decisions to reduce or to increase support
changes in a child’s level of need.
Stage 1
Contact
All pupils have their needs identified and met at classroom and school level by their class teacher,
supported by the school's structure, processes and resources. All pupils and all teachers are
always at this stage of intervention. It involves consultation with the pupil and, as a matter of
course, with their parent or carer. It is the everyday business of the school. In the normal course
of events, when a class teacher has a cause for concern about a pupil, consultation with school
colleagues will be sufficient to determine how additional or alternative teacher-based approaches
might support an identified need.
27

Stage 2
Networking
This is also school-based. For a significant number of pupils a review of outcomes from Stage 1
interventions and support may indicate further assessment or support requirements as being
necessary. More direct involvement of school management and support for learning staff will
characterise this stage. For most pupils, Stages 1 and 2 will be their only involvement with the
staged intervention process.
For some pupils, it is also possible that at Stage 2 consulting/networking with school support
services (eg Educational Psychology Service, School and Family Support Service) and other
agencies (eg Community Child Health, LMART, Social Work & Health) will be a feature, guiding
their support or the further assessment of needs. It is also at this stage that the school may, in
turn, be consulted by external agencies (eg Children’s Reporter, Child Protection Team,
Community Health Practitioners) as part of a network helping to identify and support the needs of a
child. An Individualised Educational Programme (IEP) might be considered at this stage.
Stage 3
Case Conference
Where previous strategies fail to resolve difficulties affecting a child’s progress or development and
where there is a need for more formal involvement of statutory services, this can be addressed by
means of an interagency case conference convened by either the school or the Social Work &
Health Department. The role of the case conference is to plan and co-ordinate a joint response to
identified difficulties, including any health issues, and to ensure the effective use of available
school and community resources.
The Stage 3 case conference facilitates collaboration. Issues which might usefully be discussed
could include attendance problems, substance abuse, emotional and behavioural difficulties or
offending behaviour in school, at home, or in the community. Where it appears likely that there
may be resource implications, a discussion with the appropriate service managers should take
place prior to the case conference so that the conference is able to proceed in an informed
28

manner. These discussions do not pre-empt the outcome of the case conference but are a
necessary and positive prior step. Where the case conference recommends referral to Stage 4
this must be jointly agreed by Education, Social Work & Health and (where appropriate) NHS
representatives at the meeting. The pro forma to be used for recording Stage 3 case conferences
is provided as Appendix 12, page 169.
The school is now formally involved with support services and external agencies in identifying and
supporting pupils’ needs. This stage may include, for example, formal Child Protection matters,
case conferences and Children’s Hearings and so it can be seen that this level of involvement is
only likely to apply in a very small number of cases – up to 5 per cent of pupils. There should be
effective planning, co-ordinating and recording of joint responsibilities and responses to those
children who are, or are at risk of, experiencing significant delay, disruption or distress in their
learning, social development or personal circumstances. At this stage an IEP will be in place to
support the child’s learning. When the additional support needs of a child or young person are
sufficiently complex or are multiple, and expected to last for at least one year, a Co-ordinated
Support Plan (CSP) should be considered by the multi-agency team supporting them.
Stage 4
Resource Management Team
The Resource Management Team comprises management representatives from Social Work &
Health, NHS Tayside and Education. The remit of this team is:
o to consider referrals from Stage 3 case conferences
o to consider decisions made at Stage 3
o to access Angus-wide resources not available to Stage 3, or
o to initiate further assessment as required.
Direct referral to the Principal Officer (Additional Support Needs) is made for those few individual
children in such exceptional circumstances that they may require additional resources or
alternative packages of care and/or education. In these cases the decision-making and resource
29

allocation will be undertaken at local authority rather than at school level. A CSP may already
have been established for the child or young person prior to referral to this stage.
Stage 5
External Provision
To access exceptional resources including provision outwith Angus Council decisions are made by
Senior Managers on an individual case basis. Health representatives are involved as appropriate.
It should be noted that a return to an earlier stage of intervention is always an option which
should be considered at every stage of review and that the welfare and best interests of the
child should be considered as paramount.
Also refer to other national/local policies/documents 11, 21, 25, 37, 38, 41 & 45
30

ADDITIONAL SUPPORT NEEDS: STAGED INTERVENTION
FIVE STAGE PROCESS
STAGE PURPOSE ASSESSMENT &
IDENTIFICATION
STAGE 1
• share information about the pupil’s
progress and welfare
• class/subject teacher/form tutor
– knowledge and understanding,
CONTACT
observations and experience,
• take account of the views of the
evidence and findings
pupil and his/her parents/carers
All Pupils
• parent and pupil – knowledge,
experience, views
STAGE 2
NETWORKING
up to 20% of all pupils
• as above
• network in respect of an individual
pupil or young person with a view
to identifying, assessing and
providing for his/her additional
support needs
• consider IEP
• share concerns about welfare
(refer to child protection guidelines)
• as above
• SFL/PC&S staff – knowledge
and understanding,
observations and experience,
evidence and findings
• education support services –
consultation, understanding and
experience
• consultation with other agencies
as appropriate
STAGE 3
CASE CONFERENCE
up to 5% of all pupils
• review all options on a formal basis
(including returning to an earlier
stage in the process)
• determine a course of action within
available school and communitybased
resources
• consider and prepare a draft CSP
if appropriate
• inform and initiate child protection
procedures where appropriate
(refer to child protection guidelines)
• as above
• review findings and
recommendations of previous
meetings
• assessment and feedback from
other agencies as appropriate
STAGE 4
RESOURCE
MANAGEMENT TEAM
up to 1% of all pupils
• consider information from Stage 3
• review case history
• approve CSP in appropriate cases
and appoint Co-ordinator
• review findings and
recommendations from Stage 3
• consideration of draft CSP
where appropriate
STAGE 5
EXTERNAL PROVISION
Individual pupils
• consider information from Stage 4
• review case history
• determine appropriate course of
action
• review findings and
recommendations from Stage 4
32

PARTICIPANTS
(where appropriate)
• pupil
• class/subject teachers/form
tutors
• parents/carers
• SFL/PC&S staff/PT/DHT/HT
(consultation)
• as above
• education support services -
EPS/SFSS/CL&D/pre-school
home visiting service, teachers
of the deaf, visually impaired,
bilingual pupils, primary
behaviour support, ASPIRE, link
teacher for Looked After
Children
• other agencies (Community
Health, Social Work, Community
Police, Local Multi-Agency
Resource Team – LMART),
Angus College
INTERVENTION
STRATEGIES
• Pre-school Curriculum
Framework
• 5-14 National Guidelines
• Standard
Grade/Access/Intermediate/
Higher programme
• Pastoral Care
• as above
• implement IEP if appropriate
• alternative assessment
arrangements for 5-14
assessments and SQA
examinations
• additional school/community
arrangements in place eg
XL Club, LMART
involvement
• consider curriculum
flexibility
MONITORING & REVIEW
• teachers’ and parents’
comments
• pupils’ comments
• parents’ evenings
• teacher reports
• home/school diary
• school planners
• as above
• regular school-based review
• review of alternative
assessment arrangements
• review alternative curriculum
arrangements
• review existing IEP
• as above • as above
• re-deployment of existing
school-based resources
• re-deployment of existing
cluster-based resources
• provision of support from
other services/agencies eg
Web Project, Youth Justice
Team, Resource Worker,
SLT
• post-14: work experience
and college links
• consider referral to
Children’s Reporter
• Service Manager (SW & H
Dept)
• Principal Officer (ASN)
Education Department
• Community Paediatrician/Health
Service Manager as appropriate
• Principal EP as appropriate
• Senior Education Manager
• Senior Manager (Social Work &
Health)
• Health Service Manager
• referral to Stage 4
• as above
• access Angus-wide
provision eg MAP,
Compass, Angus College
• approval of CSP
• access provision outwith
Angus eg Donaldson’s
College, Oakbank, Camphill
Schools
• as above
• review outcomes of
intervention
• review existing CSP
• as above
• case conference minutes
• review of CSP
• regular review of individual
cases by Principal Officer
(ASN) and Service Manager
(SW)
• case review where
appropriate
• as above
• Service Level
Agreement/Contract
• regular meetings of senior
managers from Education,
Social Work and Health
Parents/carers are entitled to be accompanied by a friend or representative who may be a supporter or advocate
33

5 IDENTIFYING ADDITIONAL SUPPORT NEEDS
Most children and young people with additional support needs will have these identified through
the school’s normal arrangements for assessing learning and for monitoring educational progress.
However, parents have the right to request an assessment to establish whether or not their child
has additional support needs or if a Co-ordinated Support Plan is necessary. Young people may
make such a request in their own right. The request for an assessment must be made in writing, or
electronically, to the Director of Education and must contain a statement explaining the reasons for
making the request.
The Authority will comply with requests for assessment – unless these are considered to be
unreasonable – and will inform the parents or young person, as appropriate, of any additional
support needs so identified.
CoP Chapter 3
34

6 UNDERSTANDING & ASSESSING ADDITIONAL SUPPORT NEEDS
Assessment is an ongoing process of gathering, structuring and making sense of information about
a child or young person, and their circumstances. The purpose of assessment ultimately is to help
identify the actions required to maximise development and learning. It is a process supported by
professionals and parents. It identifies and builds on strengths, whilst taking account of needs and
risks. The assessment process:
• will take account of any relevant advice and information provided by parents on behalf of
their child, or by the young person
• is dynamic in nature. It should not be divorced from other aspects of the child’s life either at
school, home or in the community. It will usually include discussion between parents and
the professionals involved with the child or young person, for example, class teacher,
support for learning staff, speech and language therapist, social worker, foster carer or
residential worker
• builds on other assessment information already available. It may involve observation in
one or more day-to-day situations and/or individual work with the child or young person as
required. The views of the child or young person will be taken into account
• where it is required by virtue of the child’s or young person’s additional support needs, the
assessment process will seek effective multi-agency consultation and/or collaborative
working. The Authority will seek and take account of relevant advice and information
(including assessments) from other agencies and such other persons whom it thinks
appropriate in establishing whether a child or young person has additional support needs,
or requires a Co-ordinated Support Plan, or in preparing a plan or carrying out a review of a
Co-ordinated Support Plan.
Parents or young people may request other types of assessment – eg medical assessments – by
writing to the Director of Education.
Where school staff believe that they require input from other agencies such as Social Work &
Health and NHS staff – reference to Stage 2 networking – it is a good idea to develop and maintain
a list of local contacts.
Early years: children under the age of 3 years
In Angus it is usual for pre-school children with disabilities (generally under 3 years of age) to have
been identified by Health Service staff and for the needs of these children to be considered by the
ASN Co-ordinating Team (please refer to page 45 for further information).
The process of identification and assessment for very young children and their families seeks:
• clarification of the child’s needs
• agreement as to what, how, where, when and by whom support will be provided and
monitored
• an action plan which details the provision, and explains to the parents how they can
contribute
• the identification of a key worker who acts as a single point of reference for the family and
other professionals.
35

Early years: prescribed pre-school children
A prescribed pre-school child is a child who is eligible for pre-school provision from the start of the
school term following their 3 rd birthday until the end of the school term before they are first eligible
to attend primary school. Angus Council makes appropriate arrangements for identifying those
children who may have additional support needs.
School years
The Authority identifies the additional support needs of each child or young person for whose
school education they are responsible in a range of ways. Any person working with a child or
young person – parent, class teacher, a member of the school health team, educational
psychologist, or social worker – may draw attention to difficulties with learning.
• Within a school these processes typically follow the path outlined in section 3 above – the
Staged Intervention Process.
Where more than one agency is, or should be, involved with the child or young person then the
education authority and partner agency/ies should develop an integrated plan for assessment,
intervention and review.
36

7 ADDRESSING ADDITIONAL SUPPORT NEEDS
Individualised educational programme (IEP)
Where children or young people require more detailed planning for learning than can be catered for
through personal learning planning, or where substantial adaptation to the curriculum is being
considered, an individualised educational programme may be appropriate. An individualised
educational programme describes in detail the nature of a child’s or young person’s additional
support needs, the ways in which these are to be met, the learning outcomes to be achieved, and
specifies what additional support is required, including that required from agencies from outwith
education. Where appropriate, an authority will work with health, social work or voluntary agency
representatives to draw up the programme so that objectives and services can be integrated
effectively. Further advice is provided on pages 57-59.
Co-ordinated Support Plan (CSP)
A small number of children and young people have significant additional support needs arising
from enduring, complex or multiple factors and, as a result, require support from at least one
agency outwith education. These children may require a Co-ordinated Support Plan to ensure
that the support for their learning is co-ordinated effectively across agencies. Further advice
is provided on pages 60-64.
Looked after children
Schools are required to report on the educational progress of each child or young person who is
looked after and accommodated. Where such children or young people have additional support
needs, these should be stated in their care plan and the IEP should be attached. In many cases it
will be appropriate for that part of the care plan which covers education to refer to any planning
documents used for education, and for these documents to be appended to the care plan, without
necessarily completing the education section of the care plan. Please refer to pages 50-52 for
further information.
Monitoring and Review
The Authority will monitor centrally the management of all pupils at stages 3-5 of the 5-stage
process in order to ensure the adequacy of additional support provided to each child and young
person with significant additional support needs.
37

8 ALTERNATIVE ASSESSMENT ARRANGEMENTS
Written language is the key medium of communication in education - teaching and learning. Any
difficulty in acquiring written language (reading, writing and spelling) can have a marked effect on a
pupil’s knowledge and skills base across the whole curriculum. Apart from its intrinsic value, the
central role of written language in accessing and recording information is critical in all areas. Any
interference or failure in its development may also affect a pupil’s self-image and esteem as a
learner. It is essential, therefore, to ensure from an early stage that additions and, where
necessary, alternatives to the written word are available in all teaching and learning.
While difficulties in the area of written language most commonly require special arrangements,
other factors such as hearing impairment and social and communication difficulties may also
require alternative provision to be made.
In accordance with the Disability Discrimination Act, the Scottish Qualification Authority’s (SQA)
policy on assessment arrangements for candidates with disabilities and/or additional support needs
allows for reasonable adjustments to be made to its arrangements for candidates if these
individuals would otherwise be placed at a substantial disadvantage.
Guidance on Assessment Arrangements for Candidates with Disabilities and/or Additional Support
needs is attached as Appendix 6.
The guidelines from the SQA provide information on the range and variety of additions and
alternatives that may be considered helpful and appropriate in the curriculum, from 5-14 onwards.
Also refer to other national/local policies/documents 12 and Appendix 6
38

9 TRANSITIONS
All children and young people go through transition stages in their
school education which involve the normal and well-recognised
elements of anxiety and excitement. Starting nursery, entering
primary school, transferring from primary to secondary school, leaving
school – all these are key transitions for all pupils and students, their
families and carers. Some children may also experience changes in
their school education at other times with a transfer to another school
or a break in their school education. Early or timely planning is
required to ensure continuity and progression between stages or
across any breaks in education.
This is recognised in the arrangements that are made for the transfer
of information about children - the preparatory visits that take place,
the supervisory and support systems that are adopted for all pupils in
transition. Transitions are particularly critical for children with
additional support needs and arrangements for transition require
additional, specific preparation and careful planning.
Angus Council takes account of the following principles whenever a child or young person with
additional support needs is approaching a transition point in their school education:
• transition planning must be embedded within the authority's policies and procedures for
additional support needs
• other agencies, such as Social Work & Health, NHS Tayside, Careers Scotland, Further
Education Colleges and Institutions of Higher Education must be involved in transition
planning where required
• the child's or young person's views must be sought and taken into account when discussing
changes in school education
• parents should be part of the planning process, their views sought, and taken account of,
and they should receive any support they need, as required, during transitions
• early consultation should take place with the next school or post-school provision which the
child or young person will attend
• schools must plan to ensure that any support necessary is in place to help children who
have additional support needs through the transition phase to their new provision
• professionals from all agencies working with the child and family should plan in good time
for transition to future services
• transition should be co-ordinated by an appropriate person and ideally one who is known to
the child or young person and their family
• where a child or young person has a Co-ordinated Support Plan, any anticipated change in
the statutory co-ordinator must be discussed with the child or young person, and parents,
as far in advance of the change as possible.
CoP Chapter 5
39

10 SCHOOL- BASED SUPPORT
Angus Council believes that schools should have the capacity to support all their pupils and
provides a generous staffing standard. The staffing levels adopted by the Council are intended to
meet the needs of virtually all children and young people, including the troubled and the
troublesome and those who have significant personal care and health needs.
Over and above the roll-related staffing complement,
an extra allocation of staff is made to each primary
cluster group and to each secondary school as part
of its Additional Support Needs team. This additional
staffing allowance is calculated on the basis of a
combination of the school’s roll, the level of clothing
grants made to families in the school (as an indicator
of socio-economic deprivation) and the number of
pupils in the school who experience enduring
complex or multiple factors which lead to them
having additional support needs requiring support
from the education authority and another agency.
This allocation of staff covers resourced schools
including those with specialist support bases (further
information on page 53).
In addition to the basic staff complement, other members of staff may be appointed to individual
schools, primary and secondary, following assessment of the need for further specific support.
The allocation of teaching and non-teaching staff to schools is reviewed annually by the Senior
Education Manager and is based on the staged intervention model (Section 4(4)).
Teaching Staff ASN (Primary)
The ASN teacher complement for Angus Primary Schools is allocated on a cluster basis using a
formula based on:
o the number of pupils in each cluster
o the incidence of additional support needs identified through the five-stage intervention
process
o clothing grant entitlement.
The Principal Officer (ASN) in discussion with the Education Support Officer (ASN) and Principal
Teachers (ASN) determines the amount of support to be allocated to each cluster.
Cluster Head Teachers, in discussion with the Principal Teachers (ASN) Primary, determine the
amount of support allocated to individual schools.
40

ASN Teaching Staff (Secondary)
ASN staffing levels in Secondary Schools are reviewed annually. The ASN staffing complement in
each school is determined by a formula based on:
• the school’s roll
• the number of clothing grant awards
• the incidence of additional support needs identified through the five-stage intervention
process.
Head Teachers may further enhance the school’s basic ASN staffing complement by timetabling
subject specialist staff to join the support team on either a part-time or full-time basis.
Support for Learning Assistants (Primary and Secondary)
The allocation of SFL Assistants to schools is reviewed annually following an exercise to determine
the number of pupils with ASN in each individual school. Thereafter, SFL assistants are appointed
to those schools with the greatest overall need for support to enhance the capacity of the staff
team and to carry out a broad range of tasks ranging from the direct support of children in class to
the administration of medication. All of their duties, as detailed in Appendix 9, require close
collaboration with classroom teachers.
ASN Staffing (Pre-school and Primary)
ASN staffing (Nursery and Primary) is reviewed annually following the projection/transition exercise
to identify the schools which pupils with additional support needs will be attending in the following
session.
Principal Teachers (Additional Support Needs)
A small number of Principal Teacher (ASN) posts have been established and these postholders
will assist with:
o the sharing of expertise
o the allocation of staff resources, and
o staff development exercises
across and within clusters as the Council develops its policy on inclusion.
41

11 CENTRALLY-DEPLOYED SUPPORT
The staff team responsible for all of the
administrative functions in respect of children
who have additional support needs can advise
on any of the specialist services which are
managed centrally.
Contact:
Paul Meighan Tel no 01307 473213
Ann Ballantine Tel no 0776 627 6888
Frances Watt Tel no 01307 473335
Educational Psychology Service (EPS)
Contact: Rodger Flavahan
Tel no 01241 435017
All schools in Angus have access to a chartered educational psychologist who provides them with
regular contact and support. The psychologists provide information, advice and guidance on child
development matters and children’s needs. Available to a wide range of users, the psychologists
work with the children and young people directly, with their parents and teachers, and with NHS
Tayside and Social Work & Health agencies also responsible for their care and education.
The Service uses its knowledge of child development, psychology and education to help children
and young people in Angus, very often by helping the adults in children’s lives to manage issues
that arise in childhood.
Through consultation, Angus’ educational psychologists offer a wide range of services in individual
and group work, in training services, in research, and in development work.
Examples of initiatives in which EPS input has been central have included:
Individual and group work -
♦ Assessment of social and emotional needs
♦ Circle of Friends
♦ Paired learning approaches
♦ Validation of SQA special assessment arrangements.
Training services –
♦ Positive approaches to managing behaviour and learning
♦ Foundations of Literacy
♦ Intensive Support for Reading.
42

Research –
♦ Natural rates of teacher responding in primary and secondary schools
♦ Solution-focused approaches to challenging behaviour
Development work –
♦ Membership of departmental working groups on SfL Policy Review, Towards a Shared
Vision, Special Assessment Arrangements in Angus, Early Intervention
♦ Angus Child Protection Committee membership
♦ National course for police/school liaison officers
♦ Information product for young people with dyslexia (CD-ROM).
The Educational Psychology Service provides information about its services in pamphlets
for children, young people and parents. There is also a booklet providing information for
professional workers available from the school’s Educational Psychologist.
Also refer to other national/local policies/documents 37
43

School & Family Support Service (SFSS)
Contact: Jackie Primrose
Tel no 01307 473971
This service develops links between home and school
and the team members work closely with parents,
teachers and young people to address issues which
may affect a pupil’s education and progress. The
service aims to:
Liaise with parents/carers to promote positive
relationships between home and school and
provide advice and conciliation services on
request
Work with school staff to identify pupils who
would benefit from the service
Create partnerships between pupils, home,
school and other professionals
Offer advice and consultation to school staff on a range of issues by using a number of
approaches such as Solution Focused Brief Therapy, Shared Concern, Mediation. The team
work to assist children, young people, families and school staff in a wide range of
circumstances such as:
• attendance problems/school refusal/truancy
• difficult relationships in and out of school eg peer relationships, bullying
• family relationships
• repeated or unresolved exclusions
• sensitive issues affecting young people eg schoolgirl pregnancies and sexuality
• child protection issues
• anxiety in children and young people
• reports to the Children’s Reporter
• ongoing concerns of parents/carers in relation to school issues
• re-establishing family links with schools
• assisting schools in their support to pupils
• contributing support and advice at school meetings/Case Conferences.
44

Educational Development Service (EDS)
Contact: Peter Duguid
Tel no 01241 435058
The staff of the Educational
Development Service includes a core
of seven Quality Improvement Officers,
four Education Development Officers
and a varying number of seconded
staff who all work directly with schools.
The Service plays a key role in
supporting and challenging Angus
schools to deliver high quality
education for all children including
those with additional support needs.
Individual members of EDS work with
school staff to develop:
• Effective Learning and Teaching
Strategies
• the Curriculum
• Quality Improvement procedures.
.
Support for Pre-school Children
Contact: Margaret Cummins, Principal Teacher (ASN) Pre-school
Tel no 07944 993607
The Pre-school Home Visiting Teachers offer support to children with additional support needs
from birth to three years. They give advice to parents/carers on the educational needs of their
children and work co-operatively with other agencies involved in supporting these children and
their families.
The Additional Support Needs Co-ordinating Team
Contact: Ann Ballantine, Education Support Officer (ASN)
Tel no 0776 627 6888
The ASN Co-ordinating Team ensures the early identification and co-ordination of services for
children under 5 years who have additional support needs. The Team has interagency
representation – NHS Tayside, Education and Social Work & Health. The Team meets regularly
and referrals can be made by parents, or by professionals with the prior consent of parents, if they
feel that a child would benefit from the involvement of the Team.
45

Support for Pupils with English as an Additional Language
Contact: Maggie Black Tel no 07944 993606
Maureen Ozveren Tel no 07785 774104
The Support Teachers provide support and advice to bilingual pupils in school and advice to
parents/carers on how to support the educational needs of their children at home. They provide
support and advice to teachers to enable pupils to access a broad and balanced curriculum and
they work co-operatively with other agencies involved in supporting bilingual pupils and their
families. The Support Teachers also assist schools in promoting multicultural awareness and race
equality.
Support for Deaf Pupils
Contact: Margaret Bond Tel no 07944 993609
Les Robb Tel no 01241 859484
The peripatetic Teachers of the Deaf provide support and advice to facilitate deaf children’s
learning and communication. Advice is offered to parents/carers on their child’s educational and
communication needs. Support and advice is also given to teachers to enable deaf pupils to
access a broad and balanced curriculum.
Hearing Impaired Support Base – Carlogie Primary School
Contact: Leah Cowan Tel No 01241 859157 (Touchtext)
David McArthur Tel no 01241 859157
Carlogie Primary School has a specially adapted resourced provision for deaf pupils. The
Teachers of the Deaf based there offer support and practical input to deaf children in mainstream
classes.
46

Support for Visually Impaired Pupils
Contacts: Beth Ross Tel no 07944 993605
Liz Butler Tel no 07944 993610
Jacqueline McGuire Tel: 01241 828110
The peripatetic Teachers for Visually Impaired Pupils provide support and advice to children,
parents/carers and teachers on issues related to visual impairment. They offer advice to schools
to enable pupils to access the curriculum successfully through effective teaching strategies and the
use of appropriate technology. They work co-operatively with other agencies in delivering this
support.
Support for Gypsies and Travellers
Contact: Ann Ballantine
Tel no 0776 627 6888
Angus Council recognises and respects the fact that people may wish to maintain a travelling way
of life whether because of family tradition, economic necessity or simply a desire not to be ‘tied
down’. It acknowledges that there should be no discrimination against Gypsies or Travellers
because of their way of life. All children and young people are encouraged to access local schools
and services during their stay in Angus. Additional Support for Learning provision is allocated to
Tealing PS to meet the needs of Gypsies or Travellers who have traditionally stayed for short
periods in the area.
Primary Behaviour Support
Contact: Paul Meighan
Tel no 01307 473213
The Education Department employs a small team of teachers with a specific remit to support
primary children experiencing emotional and/or behavioural difficulties. These teachers are
normally deployed on a peripatetic basis and work in individual schools for a time-limited period.
47

Secondary Behaviour Support
Contact: Paul Meighan
Tel no 01307 473213
ASPIRE (Angus Supporting Positive Inclusive Relevant Education) staff - 3 full-time teachers - are
deployed across all eight Angus secondary schools. The remit of the ASPIRE team is to assist
schools to develop in-house behaviour management techniques through whole-school structures
and staff development. ASPIRE staff are playing a key role in monitoring the implementation of the
“Better Behaviour - Better Learning” recommendations.
48

12 ANGUS-WIDE SUPPORT/ADDITIONAL RESOURCES
The Authority recognises that the needs of some
children can be particularly difficult to meet in a normal
school setting and, in order to address this specific
issue, a range of services has been established to
provide a Council-wide resource.
Primary support bases have been established in
Warddykes Primary School and Andover Primary
School to cater for children from all parts of Angus (up
to six pupils at any time). The aim of staff in the base is
to cater for a small number of children displaying
extremely challenging behaviour and to support their
return to their local school.
The MAP project is located in Friockheim Resource Centre. This is a joint Education and Social
Work & Health provision staffed by a full time teacher, a Resource Worker and a Support for
Learning Assistant. Specialist staff support the project for practical and outdoor activities. The
provision caters for up to six pupils at any time and is primarily, but not exclusively, for S1/2.
These pupils may attend on a full or part-time basis and the curriculum offered is 5-14 based, with
a strong emphasis on personal and social development.
The COMPASS project is located at Kingsmuir Resource Centre. This is a joint Education and
Social Work & Health provision staffed by a full-time teacher, a resource worker and a Support for
Learning Assistant. Specialist staff support the project for practical and outdoor activities. The
provision caters for up to six pupils at any time and is designed for pupils in S3/4. The pupils may
attend on a full or part-time basis. The curriculum offered is based on the ASDAN award scheme
with a strong emphasis on personal and social development.
The Secondary School Support project (3Ss), based in Addison Place Arbroath, supports pupils
whose schooling is in jeopardy in their last eighteen months of secondary education. Placements
are mainly on a part-time basis and pupils will maintain a timetabled link with their school. There
are plans to develop this as a full-time alternative to school and for the establishment of a fourth
off-site facility.
HELM Training, located in Arbroath, is part of the HELM Project supported by Scottish Enterprise
Tayside. This provision provides full-time vocationally based training for young people in their final
year of secondary education. Places at the Project are limited to ten throughout the school
session.
All of the above offsite support facilities, including the additional behaviour
support staff, are accessed by referral to the Principal Officer (ASN) or
following a Stage 4 (Resource Management Team) meeting.
49

13 LOOKED AFTER CHILDREN
A child or young person is described as being “Looked After” if he/she:
o is provided with accommodation
o is subject to a supervision requirement, or
o is under a Child Protection order or warrant.
‘Learning with Care: The Education of Children Looked After Away From Home by Local
Authorities’ is the report of a joint inspection by HM Inspectors of Schools and the Social Work
Services Inspectorate. The foreword of the report notes that: “Evidence from the report, as well as
from research, indicates clearly that children looked after away from home are at a particular
disadvantage. In comparison with their peers they tend to be behind in their attainments, leave
school with fewer qualifications and are at more risk of being excluded from School”.
Learning with Care: The Education of Children Looked After Away From Home by Local
Authorities - Recommendation 4
‘Schools should take particular care to identify the learning needs of all their looked after children,
set them challenging but realistic educational targets and systematically monitor the progress
made. A senior (designated) member of staff in each school should maintain an overview of
looked after children’s progress and take responsibility for ensuring that appropriate measures are
in place for supporting the children’s education’.
To meet the requirements of this recommendation schools must
develop an IEP for all Looked After Children.
Role of the designated member of staff
The designated member of school staff will liaise closely with other school staff, parents/carers, the
Link Teacher for Looked After Children, Support Teacher for Accommodated Children, the case
social worker and other agency personnel involved with the child, to ensure that co-ordinated
support is in place to maximise learning.
This will entail:
• maintaining an overview of educational progress
• ensuring that educational plans for individual children are implemented and maintained
• acting as the school’s contact point in respect of looked after children
• collating statistical data to monitor the progress of looked after children.
Also refer to other national/local policies/documents 9
50

Link Teacher
Contact: Eileen Jack
Tel no 01241 435470
The Link Teacher, a joint Education and Social Work & Health appointment, is located with the
Community Assessment and Review Officers team in the Social Work Office, Bellevue House,
Springfield Place, Arbroath. The primary functions of the Link Teacher are to:
• monitor the educational progress of those children and young people who are ‘looked
after’ by Angus Council
• support pupils and schools in ensuring a smooth transition in the event of any change of
educational provision/location
• support and advise parents and carers regarding their role in the education of ‘looked
after’ children or young people
• attend educational and care reviews as appropriate
• advise schools on the educational capabilities and learning needs of individual pupils
• advise the authority on educational provision for ‘looked after’ children and young people
in general and in particular where serious difficulties arise regarding provision for
individual pupils
• maintain systems for recording attainment, attendance and exclusion relating to ‘looked
after’ children
• provide information and advice relating to the Tuition Fund
• liaise with the school’s nominated officer and the designated social worker.
Also refer to other national/local policies/documents 9
51

Support Teacher, Looked After and Accommodated Children
Contact: Vacant Post
Tel no 01307 462096
The post of Support Teacher for Looked After and
Accommodated Children has been established as a
result of funding made available from the Changing
Children’s Services Fund. This development is
supported by the Education and Social Work &
Health Departments.
The postholder is currently located at Friockheim
Resource Centre.
The primary functions of the Support Teacher are:
• To work jointly with the Link Teacher in monitoring and improving the education
attainment of looked after and accommodated children with particular emphasis on
primary age children.
• To attend child care and school based reviews where appropriate, and to provide reports
if necessary.
• To support continuity of education for accommodated children.
• To liaise with schools with a view to providing short term targeted support in specific
curricular areas.
• To ensure that appropriate academic work is provided and resourced by schools during a
period of exclusion.
• To support re-integration following a period of exclusion.
• To promote education within the young person’s placement whether at home, in school, in
offsite provision, in a residential school or secure accommodation by monitoring the
suitability of resources and generally ensuring an educationally rich environment.
Also refer to other national/local policies/documents 9, 11 & 25
52

14 SPECIALISED PROVISION (RESOURCED SCHOOLS)
Since 1996 the education service has, as part of a continuing commitment to delivering local
services for pupils, developed resourced schools in each of the burghs in Angus.
While there are no free-standing special schools in Angus all eight secondary schools are classed
as being resourced and at least one primary school in each burgh is similarly designated. In these
schools the staffing level is enhanced through the appointment of additional teachers along with
support for learning assistants.
In addition to the appointment of additional staff to these schools, a number of physical adaptations
have been made (and continue to be made as part of the Council’s accessibility strategy) in order
to meet the needs of children with physical disabilities and/or sensory impairments.
Currently the designated resourced schools are:
Arbroath North Cluster Group
Arbroath West Cluster Group
Brechin Cluster Group
Carnoustie Cluster Group
Forfar Cluster Group
Monifieth Cluster Group
Montrose Cluster Group
Kirriemuir Cluster Group
Arbroath Academy
Hayshead PS
Warddykes PS
Arbroath High
Inverbrothock PS
Ladyloan PS
Muirfield PS (N)
Brechin High
Andover PS
Maisondieu PS (N)
Carnoustie High
Carlogie PS
Forfar Academy
Langlands PS
Monifieth High
Grange PS
Seaview PS (N)
Montrose Academy
Lochside PS
Webster’s High
Southmuir PS
Northmuir PS
(N)
signifies ASN pre-school class
53

15 THE EDUCATION OF PUPILS ABSENT FROM SCHOOL WITH LONG-TERM ILLNESS
Education Authorities have a statutory duty to make special arrangements for children who, for
health reasons, are unable to attend school. In such circumstances, the authority must make
special arrangements for the pupil to receive education elsewhere - usually at home. The intention
behind the new duty is to ensure that children, so far as is possible within the constraints of their
medical condition and the context in which they find themselves, receive education which is, as for
all children, “directed to the development of the personality, talents and mental and physical
abilities of the child or young person to their fullest potential”.
Where children are absent from school through ill-health for a period of 15 continuous working
days or 20 working days of intermittent absence for verifiable medical reasons, this matter should
be reported - using the appropriate pro forma (opposite) - to the Principal Officer (Additional
Support Needs) who will offer advice on how support is to be provided. Similarly, where children
have received education in hospital and are discharged to go home to continue treatment or to
recuperate, they should transfer automatically to a home teaching arrangement if the total period of
absence from school is likely to extend beyond 15 working days. Children who are absent as a
result of long-term illness will remain on the school roll and schools retain management
responsibility for these children’s education even when it is delivered by hospital education
services outwith the home authority. It is essential that links are maintained with the school in
order to make the transition back into full-time education as smooth as possible.
As a general rule educational provision outwith school will be made for a period of time ranging
between three - seven hours per week subject to variation depending on the individual needs of
the child concerned.
It is expected that the curriculum on offer
in most circumstances outwith school
will be based on the same frameworks
as those within the school ie 5-14
Guidelines, Standard Grades and new
national qualifications. However, in the
case of a very ill or neurologicallyimpaired
child, and particularly in the
case of children with deteriorating and
terminal conditions, the education
provided may be child-led. For further
guidance schools are requested to
contact Paul Meighan, Principal
Officer (Additional Support Needs) on
01307 473213.
Also refer to other national/local
policies/documents 10
54

EDUCATION DEPARTMENT
Notification Of Pupil Absent From School
With Long-Term Illness
Pupil’s name
Address
Tel no
Date of birth
School
Stage
Reason for absence
Medical evidence confirming the reason for absence should be attached
First day of absence
Expected duration of absence
Planned support from school
Home/school link Teacher
Date
Signed
Head Teacher
Please return to Principal Officer Additional Support Needs, Montrose Road Centre, Forfar
55

16 THERAPY SERVICES
Some pupils require access to therapy services and there are three key services provided by NHS
Tayside.
Physiotherapy
Contact: Christina Kiddie
Tel no 01382 811025
The role of the Physiotherapist is to provide
assessment and treatment to enable children and
young people to maximise their physical potential.
In school the Physiotherapist will provide advice,
information and instruction to all those concerned
with the physical management of children with
disability. This may include specific handling
techniques, the use of specialised equipment,
exercise programmes and walking practice.
Physiotherapists also provide advice about
walking aids, standing frames, lying aids and
sleep systems.
Occupational Therapy
Contact: Elaine Cargill
Tel no 01382 735984
Occupational Therapists (OTs) assess a child’s
functional abilities in a number of areas such as
hand function, pencil skills and self-care skills.
The OT may also offer treatment and/or advice
about specialised equipment such as, specialist
seating, special tables, toileting and bathing aids,
kitchen and feeding aids where appropriate to
improve the child’s functions at home and in
school which the Authority may purchase for the
pupil.
Speech & Language Therapy
Contact: Marjory Anderson
Tel no 01307 475060 or
Joanna Manz
Tel no 01356 665050
Speech & Language Therapists provide
assessment, therapy and advice in respect of any
child with a communication difficulty including
those who use alternative and augmentative
communication (eg Makaton and communication
aids).
Also refer to other national/local policies/documents 21
and Appendix 7
56

17 INDIVIDUALISED EDUCATIONAL PROGRAMME (IEP)
An Individualised Educational Programme is a dynamic and pro-active plan which:
• Sets learning in an appropriate context
• Allows for strengths in some areas and development needs in others
• Provides a balanced range of activities
• Acknowledges and addresses the social context for learning
• Maximises opportunities for achievement and promoting self esteem.
It is a written plan outlining the steps to be taken to enable a child/young person with
additional support needs who requires significant planned intervention to achieve specified
targets. It provides the planning framework which supports the teaching and learning
process by which a child’s additional support needs can be addressed. The nature and
scale of an IEP will vary in line with the needs of the individual. Some IEPs will be short
while others will be more extensive documents.
An IEP :
• Contains the long and short-term targets to be achieved by the child/young person
• Enables staff to plan for progression
• Allows staff to monitor the effectiveness of teaching and learning
• Provides senior management with a tool for monitoring, reviewing and evaluating the
effectiveness of provision for additional support needs.
Who should have an IEP?
As a general rule, IEPs will be required for those children/young persons with additional needs who
require significant, planned intervention and frequent monitoring of their progress. It is useful to
refer to the staged intervention matrix on pages 32 and 33. There will be some, for example with
Co-ordinated Support Plans, who are likely to require significant intervention. On the other hand,
there will be those who are occasional recipients of learning support. The former will require IEPs,
the latter will not. In between there will be some with whom additional support needs staff (or other
57

support staff such as visiting teachers) are frequently involved and who perhaps require tutorial
support and/or co-operative teaching. These children/young persons are likely to require IEPs.
Other children and young people may not need targets set for them through IEPs but class
teachers need to be aware of their additional support needs and the implications for teaching and
learning.
It is expected that all children placed in resourced schools and all Looked After children will have
IEPs.
Considerations when developing an IEP
Co-ordination Where several members of staff are involved in teaching and supporting a pupil (eg
class or subject teachers, additional support teachers, outside agencies), one member of staff
should have a key role in co-ordinating the work of all those involved and in working with the
parents.
Confidentiality Whilst maintaining necessary confidentiality, matters concerning the teaching and
learning of the pupil should be communicated to all staff to provide an holistic view of the pupil’s
education.
Level of Support Any supportive strategies for accessing the mainstream curriculum should be
noted in the IEP eg peer/group support, specialist support, technological aids, classroom
assistance.
Setting targets The curricular goals recorded in the IEP should be developed within the context of
5–14 guidelines, Standard Grade and Higher Still programmes. Goals should be achievable but
challenging and the expectations of the teachers and the pupil should be realistically high.
Record-keeping The goals and assessments recorded in the IEP should be shared with the
parents/carers and should also include any assessments undertaken as part of the pupil’s class
work.
Suggested content of an IEP
Relevant personal details: name; date
of birth; class; and (if pertinent) medical
information.
Staff involved: member of management
team or designated co-ordinator;
Learning Support specialist(s); Class and
subject teachers; Outside agencies
involved – eg Occupational Therapist,
Physiotherapist, Speech & Language
Therapist.
Additional support needs: summary of
current additional support needs.
Aptitudes and abilities: summary of
aptitudes and abilities indicating how
they may be used to assist in overcoming
difficulties.
58

Aims: succinct statements about educational aims, related to the curriculum and including
personal and social developments and educational aspects of therapies.
Long-term and short-term goals: list of goals to be attained with indications of:-
expected timescale; approaches to learning and teaching; assessment and recording; staff
involved; resources; learning contexts and involvement of parents.
Relevant documents: it may be appropriate to attach current records such as:-
reports from class teachers and therapists (especially if guidance is given); minutes of review
meetings; reports to parents and assessment records.
Evaluation: short evaluative statements on the progress of the pupil and on the effectiveness of
the provision being made.
Setting Targets
a) Long-term targets
Usually achievable in one school session
through a number of staged short-term targets
eg Reading – “complete level A Reading for
Information”
Mathematics – “achieve Standard Grade
Foundation Level 5”.
b) Short-term targets
Should be attained in 6-8 weeks/one term and
be monitored throughout that period
eg Writing – “will begin a sentence with a
capital letter”
Mathematics – “will round a 2 digit number to
the nearest ten”
Targets should be SMART (Specific Measurable Achievable Relevant Timed)
Also refer to other national/local policies/documents 4, 5 & 8
59

18 CO-ORDINATED SUPPORT PLANS
A new planning document – the Co-ordinated Support Plan (CSP) – has been introduced by the
provisions of the Education (Additional Support for Learning) (Scotland) Act 2004. CSPs are
designed to cater for those children who face complex or multiple barriers to learning which
significantly and adversely affect their educational development over the long-term and who
require frequent access to a diversity of services other than those which can be provided by the
school and Education Authority. In the case of pupils who previously had a Record of Needs but
do not fall within this definition, their support needs will be described within an IEP.
The CSP is a statutory planning document for children and young people with enduring complex or
multiple barriers to learning who need a range of additional support from different services. Coordination
of the services is required where the education authority needs help from others both
within the authority itself, such as Social Work & Health, or from outside agencies, such as NHS
Tayside. It will plan long-term and strategically for the achievement of learning outcomes, rather
than focusing on deficits and weaknesses, as the Record of Needs did.
Everyone involved in supporting the child’s or young person’s learning needs has the opportunity
to be involved in drawing up the plan, reviewing it and making provision. The education authority
has responsibility for the Co-ordinated Support Plan and for ensuring the co-ordination of the
support detailed in it. However, the co-ordinator role (the person who will manage the day-to-day
implementation) can be delegated to an individual outside education such as a health worker or
social worker involved with the wider family if this is more appropriate for the child or young person.
Also refer to other national/local policies/documents 37
The assessment tool (Appendix 10) provides schools with a straightforward practical method of
identifying whether or not a CSP is necessary, but can only be effective when completed in
liaison with representatives of the other agencies involved with the child.
Every CSP will contain the name of the co-ordinator for that plan. The co-ordinator is the person
responsible for monitoring the services required to deliver the additional support identified in the
co-ordinating support plan, and for taking action to secure services when necessary.
The co-ordinator should be aware of the objectives set out in the plan and be closely involved in
working with the team who support the child or young person The co-ordinator should know the
procedures to follow if there is a break in the delivery of necessary services to fulfil educational
objectives.
60

The education authority appoints the co-ordinator, and this person could be from an agency
contributing to the plan but need not be. The choice of co-ordinator will depend on the nature of
the additional support needs and the provision to be put in place for the child or young person.
The education authority are not required to seek the parent’s or young person’s agreement to the
person appointed as co-ordinator. However, it would be difficult to envisage how a co-ordinator
could fulfil their role without having the confidence of the parent or young person.
In many, if not most cases, the Head Teacher of a school or a senior member of his/her staff team
will be the most appropriate individuals to act as co-ordinator.
The Act requires that the Education Authority must keep under consideration the adequacy of each
Co-ordinated Support Plan and must formally review each plan at least every 12 months, making
appropriate amendments, as necessary. Reviews must be completed within 12 weeks of the
expiry date (which is the anniversary of the date on which the plan was prepared) unless any of the
various exceptions as prescribed in the Co-ordinated Support Plan Regulations apply.
Review meetings should be scheduled in order to ensure that the parents or young person and
appropriate agencies, receive sufficient advance notice.
Reviews may be carried out earlier than the normal 12 month period if the Authority believes it
necessary or expedient to do so because of a significant change in the child’s or young person’s
circumstances since the plan was prepared or last reviewed. Alternatively, a child’s parents or the
young person may request a review before 12 months have elapsed and this request must be met
unless it is unreasonable (any such requests should be discussed with the Principal Officer
(Additional Support Needs).
Parents should be notified about what is likely to happen during the review and their views should
be sought in key areas, such as:
• the child’s or young person’s additional support needs
• proposals within the CSP
• how far the educational objectives have been met
• the setting of new educational objectives, the support required and the agencies
responsible for providing it.
Following a review, the child’s parents or the young person must be notified of the outcome and of
their rights to make a reference to the ASN Tribunal. If the plan has been amended as a result of
the review a copy of the amended plan must be given to the child’s parents or the young person as
appropriate.
61

IS A CO-ORDINATED SUPPORT PLAN REQUIRED?
Criteria
Evidence
Is the Education Authority
responsible for the school education
of the child or young person and
does the child or young person have
additional support needs?
There are factors preventing the
child or young person benefiting
from school education without
additional support.
NO
YES
Are the factors complex or
multiple leading to a
significant adverse effect on
the school education of the
child or young person?
NO
YES
The factors which have been identified will have
a significant adverse impact on the child’s or
young person’s school education such as, for
example, learning and teaching, or social
relationships or communication. Evidence will
have been generated though assessment,
monitoring, target-setting and review. The
evidence demonstrates that the child/young
person is unable to benefit from school
education without significant additional support.
NO
Are those needs likely to
continue for more than a
year?
YES
There is an evidence base
supported by professional
judgement, which indicates a
probability of the needs lasting
more than a year.
Do these needs require significant
additional support to be provided, by
the Education Authority exercising
its education functions as well as by
one or more appropriate agencies
and/or the Authority in discharging
their functions other than
education?
There is a continuing requirement for a
high level of adaptation or elaboration of
the curriculum and learning environment.
The child/young person requires
substantial, direct and continuing
intervention from another agency/agencies
in order to benefit from school education.
NO
YES
Co-ordinated Support Plan
prepared.
Child’s/young person’s needs
are met by Education
Authority at a lower level of
intervention.
62

PREPARING A CO-ORDINATED SUPPORT PLAN
In consultation with parents, young
people/children and other professionals, an
Education Authority officer prepares a draft
of the plan.
Meeting(s) convened by the Education
Authority officer, if required, to discuss and
amend the draft.
Meeting(s) held with parents, young
person, child (where appropriate),
relevant school staff, appropriate
agencies and others involved.
Meeting(s) consider the content of the
plans taking account of:
• the additional support needs and
the factors from which they arise
• current provision
• child’s/young person’s and parents’
views
On the basis of consultation with all parties,
plan prepared and forwarded to all
participants for final comments.
• educational objectives which
require action from appropriate
agencies outwith education
(including links with other existing
plans where appropriate)
• provision required/agency
responsible
Designated officer liaises with other
managers e.g. health/social work services.
Plan signed by the Authority, copy sent to
parents/young person and relevant parts
issued to all other participants. Parents
and young people notified about rights to
refer for review by Additional Support
Needs Tribunal.
• the nominated school
• nomination of Education Authority
contact person for advice and
further information.
Education Authority and other
appropriate agencies and others
involved, including the parents and
young person, together agree the plan.
Co-ordinator appointed if not already in
place.
Review dates set.
School staff, others named in the plan as
providing support and the co-ordinator
monitor progress until next formal review.
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What does a Co-ordinated Support Plan (CSP) contain?
A CSP must contain:
• the Authority's conclusions as to the factor or factors from which the additional support
needs of the child or young person arise
• the educational objectives to be achieved taking account of those factors
• the additional support required to achieve these objectives
• details of those who will provide this support
• the name of the school the child or young person is to attend
• the details of the person who will co-ordinate the additional support identified in the plan, or
the details of any person nominated by the authority to carry out the co-ordinator function if
not an authority official
• the details of a contact person within the authority from whom the parents or young person
can obtain advice and further information
The plan will be clear and succinct, and refer to needs that will, or are likely to continue for more
than a year. Short-term objectives should continue to be contained within personal learning
planning or an individualised educational programme or other plan. In cases where there is an IEP
or other planning mechanism in place, the Co-ordinated Support Plan should refer to these but not
duplicate the content of the plans unless required to meet the statutory requirements for the plan.
CoP Chapter 4
19 WORKING WITH CHILDREN AND FAMILIES
All children and young people will have the opportunity to make their views known about decisions
which affect them. They will have the opportunity to express their opinions and have them taken
seriously. They will be encouraged to contribute to decision-making processes, the setting of
educational objectives, the preparation of learning plans, reviews and transition planning. They
need to know that their views will be respected, listened to and, where appropriate, acted on.
Parents will also have the opportunity to be involved fully in discussions and decisions about their
child's learning. Most parents want what is best for their children and have unique knowledge and
experience to contribute to understanding their child's additional support needs. They, therefore,
have a key role to play in their child's education and account will be taken of their wishes and the
perspective they provide.
Professionals will involve parents and take account of their views on their child's development and
education. Partnership with parents is central to ensuring that children and young people with
additional support needs benefit fully from school education. Angus Council is committed to
strengthening further the involvement of children, young people, and their parents in working to
reach decisions which are best for children's and young people's learning.
CoP Chapter 6
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Supporting Parents
The education authority, schools and other appropriate agencies actively seek to involve parents in
their work with children. They value parents' contribution and regard them as essential partners in
their children's learning.
The education authority seeks to ensure effective co-operation with parents through:
• the provision of high quality information and advice to parents and young people through a
variety of forums and groups in a range of formats and media. All education authority staff
are fully aware of such services provided by the authority
• offering parents opportunities to engage with independent officers with a parental advocacy
role and have access to parents' forums/groups to discuss matters of concern
• strong links with the voluntary sector through which parents can seek impartial information
and advice on an authority's services
• involving parents and pupils in Joint Assessment Teams or School Liaison Groups. Such
involvement results in improved communication and contributes to positive relationships
between parents, pupils and staff
• encouraging good pupil support initiatives e.g. pupil council forums where pupils can raise
complaints; Circle Time; use of class representatives to highlight issues; good relationships
with pastoral care teachers; restorative practices, eg buddy/peer mentoring initiatives; pupil
advocacy schemes with the voluntary sector
• delivering services based on a clearly stated tiered approach for dealing with
disagreements from school through to the authority, with defined timescales for responses
• providing training for staff and parents in communication, aspects of mediation and conflict
resolution skills as part of an effective partnership strategy
• providing dedicated staff members trained to deal with disagreements, e.g. telephone hot
lines for staff and parents; advice and conciliation services for parents and staff specialising
in conflict resolution made available to parents and staff
• having in place procedures for monitoring the effectiveness of arrangements for dealing
with disagreements, to inform quality assurance and future provision.
CoP Chapter 6
Supporters and Advocacy
Supporters and advocates can help by making sure that a parent's or young person's view is
understood, put across and taken account of in discussions where parents or young people feel
unable or lack confidence to do so themselves.
Supporters
A supporter can be anyone the parent or young person wants to nominate. A supporter could be a
relative, friend, befriender or voluntary organisation worker or any other person. The supporter
could also be a professional working with the family provided there is no conflict of interest with
that professional's duty under the Act or his/her responsibilities as an employee. A supporter can
attend discussions with the parent or young person. The supporter may assist in a number of
different ways, including:
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• acting as a sounding board for the parent in preparing for the meeting
• taking notes so that the parent or young person can participate more fully in the discussions
• suggesting points for further clarification, questions to ask or giving advice to the parent
during the meeting.
Advocates
The Act allows for a parent or young person to appoint a person to conduct all or part of any
discussion with them or make written or other representation to them on their behalf. This person,
known as an advocate, may be from any one of a range of backgrounds, including:
• someone who has acted, or is already acting, as a supporter to the parent or young person
- the parent or young person may wish the supporter to speak on his or her behalf
• a person not trained in advocacy but aware of education and other legislation and/or aware
of the needs of the child or young person
• a voluntary organisation which need not be an advocacy organisation
• a formal advocacy service or agency, with trained advocates, possibly operating to its own
guidelines or code of practice.
The main objectives of an advocate should be to speak on behalf of the parent or young person
and to represent the parent or young person at discussions.
CoP Chapter 6
20 AVOIDING AND RESOLVING DISAGREEMENTS
Mediation
The Council has a mediation service in place for addressing disagreements about the exercise of
its functions as an Education Authority. Mediation provides an option for avoiding, resolving or
narrowing the area of disagreement between the authority and parents or young people. It allows
disputing parties to seek to resolve their differences with the help of a mediator acting as an
impartial third party. In Angus this mediation is delivered through the services of Parent to Parent
a charitable organisation which represents the views of parents who have children with significant
additional support needs.
Features of Mediation
The following are typical features of mediation:
It is voluntary. It is important that the parties come to the table in good faith, with a will to settle
the dispute. The dispute will only be resolved in mediation if the parties voluntarily decide on a
way forward which is mutually acceptable.
It is confidential. This means that issues and ideas for resolution of the conflict can be discussed
during the mediation without fear of them being used against the parties in the future, if no
agreement is reached.
It is easily arranged. Usually it only takes a few phone calls for a session to be set up at a neutral
venue. It is essential that all the people who have decision-making responsibility about the dispute
are available.
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It tends to be informal. The mediator is trained to make the meetings as accessible as possible
for everyone involved.
It is balanced. Everyone has a fair chance to be heard. Mediation provides an opportunity for all
the parties to say what is important to them and to hear the other party's perspectives.
The parties control the agenda and outcomes. The mediation approach is problem-solving
rather than adversarial so creative options for settlement are often the result. In mediation, the
parties speak for themselves and make their own decisions.
Monitoring and evaluation arrangements
Mediation service managers are responsible for ensuring that evaluation takes place and that the
findings are used to improve services. School personnel, authority officials, parents, young people,
and mediators are all both stakeholders and informants - they provide information and, to differing
degrees, use evaluation information to make decisions about future courses of action.
Resolving Disputes by Independent Adjudication
Angus Council will acknowledge all requests from parents for disagreements to be referred to
dispute resolution by independent adjudication. Where a request relates to a matter covered by
the Dispute Resolution Regulations the authority will ask Scottish Ministers to nominate an
adjudicator to consider the case.
The Scottish Executive will provide the name of an adjudicator from the panel set up by them. The
authority will review the case with a view to establishing that all appropriate steps have been taken
to resolve the disagreement. They will then prepare all appropriate papers for forwarding to the
adjudicator. In addition, they will inform parents of how they can present their case to the
adjudicator and what support is available to help them do this.
The role of the adjudicator is to review, objectively and independently, all the information relating to
the case, and make recommendations for both parties on the best way forward to ensure that the
child's learning is supported with reference to the terms of the Act.
The adjudication process is a paper exercise. However, the adjudicator will be able to ask the
parties for further information or clarification if required. Exceptionally, the adjudicator may arrange
to meet the parties, for example if the adjudicator is concerned that one party, or both parties, may
have been disadvantaged by the way the case has been presented.
Additional Support Needs Tribunals
The tribunal will hear references from parents and young people on matters relating to Coordinated
Support Plans. The tribunal's statutory functions, decisions and dealings with its users
and the public are independent of government, national and local.
The aims of the tribunal are:
• to provide independent and expert adjudication, operating impartially, efficiently and
effectively
• to be user-friendly through informal and flexible proceedings and being accessible to users
• to discourage formal, litigious encounters between parents and education authorities by
providing a forum for constructive dialogue
• to make decisions which reflect best practice in relation to additional support needs.
CoP Chapter 7
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21 TRAINING
Continuing Professional Development (CPD) activities linked to aspects of the policy will be offered
as part of the authority’s annual CPD programme. In addition, wherever possible, opportunities will
be provided for training with other agencies.
Requests for particular aspects of training should be sought through the school’s CPD Co-ordinator
who should liaise with the Principal Officer (Additional Support Needs) in order to ensure that
appropriate staff development opportunities can be provided.
22 AWARENESS-RAISING
This policy has been produced as a result of two widespread consultation exercises. The first step
in the consultation process was designed to ensure that all of the proposed headings for the policy
were made known to members of staff and amended in the light of the comments received. The
second draft of the policy contained a substantial measure of detail in terms of operational
guidance and practice advice and, in the light of further feedback from staff, the final policy
document has been developed.
The policy has also been discussed widely as part of the council-wide series of meetings between
the Senior Management Team of the service and school-based staff.
Within schools, Head Teachers will be expected to raise awareness as part of each school’s
annual programme of staff development activities.
23 MONITORING
The implementation and effectiveness of the Support for Learners Policy will be monitored by the
authority through the evaluation of School Improvement Plans (and associated Standards and
Quality Statements), and as part of the Head Teacher Review process. This formative approach to
monitoring the effectiveness of the policy will be augmented by more formal evaluation exercises
after the policy has been in operation for a period of approximately four years.
24 EVALUATION
Evaluation of the policy will be conducted by means of data obtained from schools including the
results of:
• informal consultation with pupils, parents and staff
• questionnaires to establish the views of pupils, parents and staff
• scrutiny of schools’ Standards & Quality Statements.
25 REVIEW
The policy will be reviewed comprehensively in late December 2010/early 2011 as part of an
exercise which will involve all appropriate stakeholders. Information will be sought by means of
questionnaires based on relevant quality indicators in order to further improve the policy.
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Appendices
Appendix 1 Legislative Context 69
Appendix 2 Support Services 77
Appendix 3 Useful Contacts (local) 83
Appendix 4 Useful Contacts (national) 85
Appendix 5 Specimen School Policy 95
Appendix 6 Alternative Assessment Arrangements 109
Appendix 7
Speech & Language Therapy Services:
Model for service delivery to pupils who have a CSP/IEP
Appendix 8 Parents’ Guide to Additional Support Needs 147
Appendix 9 Job Outline: Support for Learning Assistant 163
Appendix 10 Co-ordinated Support Plan: Assessment Tool 165
Appendix 11 Managing Case Conferences: Guidelines 167
Appendix 12 Template: Note of Stage 3 Case Conferences 169
Appendix 13 Process of enrolment in resourced pre-school classes 173
Appendix 14 The role of visiting specialists in the placement of children 177
with additional support needs in pre-school classes
Appendix 15 Case Conference Pro forma 179
Appendix 16 CSP: Completed Specimen 183
Appendix 17 Glossary 189
143
Appendices

APPENDIX 1
LEGISLATIVE CONTEXT
The Scottish Executive has a wide range
of policies which support the
development and well-being of
Scotland's children and young people.
The broad definition of additional support
needs means that application of the
Education (Additional Support for
Learning) (Scotland) Act 2004 requires
effective interaction across policies in a
number of areas.
The Act should be read alongside other
legislation and government policy aimed
at supporting children and young people
in Scotland. Some of the main aspects
of these are set out below.
EQUALITY ISSUES
1 The Human Rights Act 1998 incorporates the European Convention on Human Rights into
Scots law. It supports the requirement for Local Authorities and other bodies not to
discriminate on grounds such as sex, race, colour, language, religion, political or other
opinion, national or social origin, association with a national minority, property, birth or other
status.
2 The Disability Discrimination Act 1995, as amended, requires Local Authorities and
schools not to treat disabled pupils less favourably and to make reasonable adjustments to
avoid putting them at a substantial disadvantage
3 The Education (Disability Strategies and Pupils' Educational Records) (Scotland) Act
2002 places a duty on Education Authorities, managers of grant-aided schools and the
owners of independent schools to prepare a strategy to increase, over time, the physical
accessibility of the school environment and the accessibility of the curriculum for pupils with
disabilities and prospective pupils with disabilities. The strategy must also provide for the
improvement of communication with pupils with disabilities, especially in relation to the
provision of school information.
4 The Children (Scotland) Act 1995 establishes the responsibilities of services, providers
and parents in matters affecting children's care and welfare. Local Authorities must provide
services designed to minimise the impact of disabilities on children and to allow them to
lead lives which are as fulfilling as possible. Children's views must be sought and taken
account of in key decisions that affect them.
Parents must, where it is in the interests of the child and is practicable, safeguard and
promote their child's health, development and welfare. This also applies to anyone over 16
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who has care or control of a child under the age of 16. In addition, parents can provide
their children who are under 18 years of age, with appropriate direction and guidance.
They should maintain personal relations and direct contact with their son or daughter on a
regular basis if they do not live with their child. Parents can also act as their child's legal
representative. Where a person takes a major decision in fulfilling a parental responsibility
or right under the 1995 Act they must have regard to the views of the child, taking account
of the child's age and maturity and whether the child wishes to express a view.
5 The Race Relations (Amendment) Act 2000 places a general duty on public bodies,
including Education Authorities in respect of schools they manage, to eliminate unlawful
racial discrimination and to promote equality and good race relations. Education Authorities
must have a race equality policy and make arrangements for schools to monitor and assess
the impact of their policies on pupils, staff and parents from different racial groups, paying
particular attention to attainment.
SCHOOL EDUCATION
6 Under the Education (Scotland) Act 1980 Education Authorities must provide adequate
and efficient school education for children of school age within their area.
7 The Standards in Scotland's Schools etc. Act 2000 places Education Authorities under a
duty to ensure that the education provided is directed towards the development of the
personality, talents and mental and physical abilities of the child or young person to their
fullest potential.
Education Authorities should provide education to school age pupils in a mainstream setting
unless certain exceptions apply and must make special arrangements for pupils who are
unable, or where it would be unreasonable to expect them, to attend school through
prolonged ill-health.
The legislation gives certain rights to parents and young people rather than to children in
their own right. However, the 2000 Act recognises that children have the right to express
views on issues that affect them.
CoP Chapter 6
The new Act also sits alongside legislation which recognises that children with legal
capacity are able to make some decisions on their own behalf. For example, a child over
12 may consent to any medical procedure or treatment and instruct a solicitor in relation to
civil matters so long as he or she is considered capable of understanding their nature and
possible consequences.
Young people (young persons in legislation) have similar rights to parents regarding
school education. They may also express their views on, and take decisions about, their
school education.
Parents, under the 1980 Act, must ensure that their children of school age receive
adequate education suitable for the age ability and aptitude of their child, either by sending
their child to a school managed by the education authority, or by other means, for example
attendance at an independent school or home education.
8 Adults with Incapacity (Scotland) Act 2000. The law provides for decisions to be made
on behalf of adults who lack legal capacity to do so themselves because of mental disorder
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or inability to communicate. Adults are defined as being over 16 years of age. The
decisions concerned may be about the adult's property or financial affairs, or about their
personal welfare, including medical treatment. Professionals carrying out functions under
the Education (Additional Support for Learning) (Scotland) Act 2004 should have due
regard to the provisions of the Adults with Incapacity Act.
OTHER LEGISLATION
9 The NHS Reform (Scotland) Act 2004 provides the legislative framework for the
development of Community Health Partnerships which lays strong emphasis on
partnership, integration and design.
10 The Protection of Children (Scotland) Act 2003 introduced safeguards to prevent
unsuitable people from working with children. The Act covers a range of childcare positions
defined in the 2003 Act, not just those involved in directly caring for, training, supervising or
being in sole charge of children. It includes those whose normal duties include work in
educational establishments or in hospitals which are mainly for children.
11 Professionals carrying out functions under the Mental Health (Care and Treatment)
(Scotland) Act 2003 should have due regard to the provisions within education legislation,
as there may be instances where there is some crossover between them.
12 The Anti-social Behaviour etc (Scotland) Act 2004 introduces Parenting Orders which
are compulsory measures designed to support people to improve their parenting where
they have been identified as needing help with their parenting skills. Antisocial Behaviour
Orders are introduced for 12 to 15 year olds and are intended to deal with a small number
of persistently anti-social young people for whom available alternatives are not working.
The Act gives the Authority Reporter and a Children's Hearing power to refer a child who
has been excluded from school to Scottish Ministers if it appears that the Local Authority
have failed to comply with its duty to provide education to excluded children and young
people. These provisions of the Act could lead to a child or young person being deemed to
have additional support needs. Children and young people who become looked after could
be particularly vulnerable in any of the above circumstances.
13 The Further and Higher Education (Scotland) Act 1992 requires that adequate and
efficient provision of further and higher education is made in Scotland. Due regard should
be given to the requirements of those over school age who have a learning difficulty or
disability which may affect their education. In preparing young people for leaving school,
teachers should be aware of legislation covering further and higher education. Under the
Further and Higher Education (Scotland) Act 2005, the Scottish Further and Higher
Education Funding Council must have regard to the support needs of students and
prospective students of further education colleges and higher education institutions.
INTEGRATED CHILDREN'S SERVICES
Ministers have placed a requirement upon Local Authorities and their various partners to develop
services for children and young people to ensure that they are:
• Safe: they should be protected from abuse, neglect and harm by others at home, at school
and in the community.
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• Nurtured: they should live within a supportive family setting, with additional assistance if
required, or, where this is not possible, within another caring setting, ensuring a positive
and rewarding childhood experience.
• Healthy: they should enjoy the highest attainable standards of physical and mental health,
with access to suitable healthcare and support for safe and healthy lifestyle choices.
• Achieving: they should have access to positive learning environments and opportunities to
develop their skills, confidence and self esteem to the fullest potential.
• Active: they should be active with opportunities and encouragement to participate in play
and recreation, including sport.
• Respected & Responsible: they and their carers should be involved in decisions that
affect them, should have their voices heard and should be encouraged to play an active
and responsible role in their communities.
• Included: they and their carers should have access to high quality services, when required,
and should be assisted to overcome the social, educational, physical, environmental and
economic barriers that create inequality.
Local authorities, NHS Boards and other appropriate agencies are expected to work together to
ensure effective integrated children's services. In doing so, they require to draw together core
statutory and other planning requirements into a single statutory plan. These include Children's
Services Plans, Statements of Education Improvement Objectives and Records of Achievement,
child health elements of Local Health Plans, Joint Health Improvement Plans and Child Health
Strategies, and Youth Justice Strategies.
The Integrated Children's Services Plan includes reference to services for vulnerable children
and children in need, including arrangements for early intervention and support within universal
services and targeted additional support where required. Given the broad concept of additional
support needs there is a greater emphasis on the requirement to integrate policies to ensure that
factors affecting vulnerable children and children in need do not lead to an adverse effect on their
learning.
The Scottish Executive report, For Scotland's Children, highlighted the importance of an integrated
approach to service delivery and the need for better information sharing between agencies. The
Scottish Executive is developing a model for an Integrated Assessment Framework which will
support agencies to work together. The aim is to facilitate efficient and effective information
sharing and assessment and lead to integrated support for children across all agencies. The
framework will be based on a common set of core data that can be shared across organisations.
The duties on other agencies to assist education authorities meet their duties under the Act will
help the development of such an integrated approach to the provision of school education, family
support and health services.
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EDUCATION
The Standards in Scotland's Schools etc. Act 2000 requires that Scottish Ministers should set
national priorities in education. Five National Priorities in Education underpin the Scottish
Executive's education policies. These are:
• Achievement and Attainment: to raise standards of educational attainment for all in
schools, especially in the core skills of literacy and numeracy, and to achieve better levels
in national measures of achievement including examination results.
• Framework for Learning: to support and develop the skills of teachers, the self-discipline
of pupils and to enhance school environments so that they are conducive to teaching and
learning.
• Inclusion and Equality: to promote equality and help every pupil benefit from education,
with particular regard paid to pupils with disabilities and additional support needs, and to
Gaelic and other lesser used languages.
• Values and Citizenship: to work with parents to teach pupils respect for self and one
another and their interdependence with other members of their neighbourhood and society,
and to teach them the duties and responsibilities of citizenship in a democratic society.
• Learning for Life: to equip pupils with the foundation skills, attitudes and expectations
necessary to prosper in a changing society, and to encourage creativity and ambition.
All 5 priorities are relevant to ensuring that children and young people with additional support
needs receive the help they require. The priorities are delivered in a range of educational settings,
but the overarching context is one of schools developing their capacity to provide for the full range
of children and young people within education.
Integrated Community Schools have the twin aims of promoting social inclusion and raising
educational standards in Scotland. They require teachers, social workers, family workers and
health personnel to work together to develop common objectives and goals centred on the needs
of children at school and on their families. This approach is essential to secure good outcomes,
not only for children's education, but also for their social welfare, their health and the wellbeing of
the community where they live.
The Scottish Executive's approach to delivering integrated early years services is aimed at
giving young children, up to the age of 6, the best possible start in life. It offers a framework for the
effective provision of universal and targeted services for children and their families and provides a
vision of integrated early years services based on partnerships at all levels. Building on existing
provision, Scottish Ministers want to see the development of multi-faceted services, bringing
together childcare, pre-school education and some healthcare services focused on young children.
The Scottish Executive report Better Behaviour - Better Learning provides recommendations for
schools and education authorities to develop a policy framework and appropriate practices to
promote positive behaviour in schools. These policies and practices should enable school staff
to ensure that learning and teaching takes place with the minimum of disruption through good
classroom and school management, and through a clear understanding by all staff and pupils of
expectations for behaviour. Better Behaviour - Better Learning recognises the importance of early
intervention and of co-ordinating support for pupils with behavioural difficulties.
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The Scottish Executive also has a wide range of policies across health, social work and other
agencies which support children and young people who have additional support needs.
HEALTH
Community Health Partnerships are beginning to take shape across Scotland. These
partnerships will have a significant influence on the organisation and delivery of person-centred
locally integrated services. They will be a focus for integrating primary and specialist health
services at a local level, will help advance and deliver the health improvement agenda, and will
influence the deployment of resources. They will also have a lead role in the delivery of services
for children and young people at a local level.
Community Health Partnership Statutory Guidance has been published to support the
establishment of partnerships. Supplementary advice has also been issued on how partnership
should inform local approaches to the integration of children's services. The guidance and
supplementary advice recognise that one model does not fit all, and that approaches will develop
to fit local circumstances.
The Scottish Executive 2003 review of speech and language therapy, physiotherapy and
occupational therapy services for children, called on service providers to develop new methods of
working in non-traditional and inclusive settings, such as mainstream schools and nurseries and
other community settings. Other recommendations called on local authorities and NHS Scotland to
develop integrated approaches to the provision of therapy and other related interventions for
children. Work is being undertaken to address the review's recommendations and this will dovetail
with the Education (Additional Support for Learning) (Scotland) Act 2004.
The Scottish Executive publication, Health for All Children (Hall 4), provides guidance on health
screening based on recommendations made by the Royal College of Paediatrics and Child
Health. It sets Hall 4 in the context of other Scottish policies to promote effective and integrated
provision of universal and targeted services for children and families, and describes the activity
needed for implementation at national and local levels. The guidance provides a holistic approach
to child health surveillance and screening in Scotland. It also describes initiatives that will inform
effective child health promotion and surveillance.
The Scottish Executive guidance, A Scottish Framework for Nursing in Schools, sets out the role of
the school nursing team and standards for practice in school medical services. NHS Health
Scotland is undertaking development work on a school health profiling tool that will inform the
development of school health plans and, ultimately, the school planning process. This will inform
school-based approaches to health improvement, including the activities of the school nursing
service within each school. The role of the school nursing service will move away from a focus on
routine surveillance, towards a combination of school population-focused health improvement, and
addressing the individual health needs of vulnerable children. In accordance with the
recommendations in both Hall 4 and A Scottish Framework for Nursing in Schools, there should be
a named nurse for each school, with access to a wider team of health support such as community
children's nurses, paediatricians and therapists.
The Scottish Executive is developing a framework for children and young people's mental health.
Children and Young People's Mental Health: A Framework for Promotion, Prevention and Care
sets out a range of activities and approaches to support children and young people's mental health
and well-being. The framework has been developed to support integrated approaches to children
and young people's mental health, across mental health promotion, prevention of mental illness,
and care and treatment for those with mental health problems. It highlights mental health
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promotion and stresses the importance of considering the child's global environment, recognising
elements which support mental health and well-being as well as those factors which may increase
the risk of mental health problems, such as the potential impact of a parent's ill-health on their
child.
The framework promotes a "mainstream" approach to mental health and well-being, which equips
a range of health and other children's services professionals with the basic skills to be able to
support parents in developing a basic understanding of risk and protective factors that may affect
their child's mental health and well-being. To support this, NHS Education for Scotland has
published a mental health competency framework for all those involved in supporting children,
young people and their families. Education policy and practice already has a strong focus on
promoting and supporting emotional wellbeing, and the Health Promoting Schools concept
broadens this focus beyond the curriculum to a "whole school approach".
CHILDREN AND FAMILIES
The Scottish Executive has embarked upon a programme to reform child protection services
following the Audit and Review of Child Protection, It's everyone's job to make sure I'm alright. The
programme includes a Children's Charter and a Framework for Standards for child protection. The
charter sets out the support that the most vulnerable children have the right to expect. The
framework sets out what children in Scotland can expect from professionals and agencies to
ensure that they are adequately protected and their needs are met. The child protection reform
programme is underpinned by a range of work across the Executive on integrated children's
services and early intervention strategies.
The Scottish Executive review of the children's hearings system, Getting It Right For Every Child,
proposed that measures to improve the hearings system be linked to improvements in the wider
network of children's support services. There are concerns that children are not receiving support
when they need it, and that many are being referred to the Children's Reporter when more
effective local action would be appropriate. The Scottish Executive is consulting on phase 2 of the
Hearings Review, including options to strengthen individual agency and collective responsibility for
identifying and addressing children's needs. This will link with, and build on, the work to develop
an Integrated Assessment Framework, outlined previously, and with the developments underway
within the child protection reform programme.
The joint report produced by Her Majesty's Inspectorates of Education/Social Work Services,
“Learning with Care”, looked at the education of children looked after away from home by local
authorities. It included specific recommendations for social work and educational services
provided by local authorities. The additional support needs framework is relevant for the work of all
professionals working with children who are looked after.
The Scottish Executive report, Improving the Effectiveness of the Youth Justice System,
established a set of national standards for Scotland's youth justice services. Every local authority
must have a multi-disciplinary youth justice team to implement these standards and to achieve the
national target of reducing the number of persistent offenders. The development of national
standards for youth justice will take place in the context of integrated children's services at a
national and a local level and the strategy for youth justice services will be incorporated in
integrated children's services plans.
The Scottish Executive has published its response to Hidden Harm - The Report of the Inquiry by
the Advisory Council on the Misuse of Drugs which sets out the measures, either underway or in
the planning stages, to tackle the problem across Scotland. In addition to its response, the
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Executive has set up the Hidden Harm New Agenda Steering Group to oversee the implementation
of the report's recommendations, but also to promote progression from joint planning of separate
services to achieving more integrated service planning and delivery for children of substance
misusing parents.
POST-SCHOOL EDUCATION SERVICES
Following the report of the Beattie Committee, Implementing Inclusiveness: Realising Potential
(1999), the Scottish Executive endorsed the principle that inclusiveness should underpin all postschool
education. Inclusiveness is about providing learning opportunities that give the best match
to the needs of the individual. All further education colleges in Scotland continue to develop
inclusive, learner-centred policies.
The Scottish Executive has published Partnership Matters which provides guidance to local
authorities, NHS Boards and voluntary organisations on supporting students with additional needs
in further education. The guidance sets out the roles and responsibilities of all the agencies
involved and encourages a partnership approach to cross-agency working. It recognises that
young people may experience barriers to accessing and participating in learning, and that colleges
and schools may be required to work together to plan for and prepare the young person for
transition from school to post-school education.
As part of the commitment to providing learning opportunities that give the best match to the needs
of the individual, the Executive has published a consultation paper, Finding Practical Solutions to
Complex Needs, about the arrangements for supported further education places and funding for
students with complex needs.
The same as you? review of services for people with learning disabilities called for an inclusive
approach to services for children, young people and adults with learning disabilities and autistic
spectrum disorders. It highlighted how the transition phase between child and adult services is
crucial and that there is a need for partnership between local authorities and NHS Boards in
planning services. Work on taking forward the recommendations from the review is well underway.
This includes publication of Working for a change? which aims to improve employment
opportunities for people who want to work, and emphasises the importance of support during the
transition to post-school employment, education and training. A further report on the
implementation of The same as you? for children was published in Autumn 2005.
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APPENDIX 2
SUPPORT SERVICES
ADDITIONAL SUPPORT NEEDS
Education Department
County Buildings
Market Street
FORFAR DD8 3WE
Tel: (01307) 473213
Fax: (01307) 461848
Jan Nowak
Senior Education Manager
Tel: 01307 473204 Email: NowakJ@angus.gov.uk
Paul Meighan
Principal Officer (Additional Support Needs)
Tel: 01307 473213 Email: MeighanP@angus.gov.uk
Ann Ballantine
Education Support Officer (Additional Support Needs)
Tel: 0776 627 6888 Email: FRCBallantineA@angus.gov.uk
Frances Watt
Administrative Assistant (Additional Support Needs)
Tel: 01307 473335 Email: WattF@angus.gov.uk
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VISITING SPECIALISTS
Friockheim Resource Centre
Eastgate
FRIOCKHEIM
Maggie Black
Bilingual Support Teacher
Tel: 01241 828121 Email: FRCBlackM@angus.gov.uk
Maureen Ozveren
Bilingual Support Teacher
Tel: 01241 828110 Email: FRCOzverenM@angus.gov.uk
Margaret Bond
Visiting Teacher, Deaf Pupils
Tel: 01241 828122 Email: FRCBondM@angus.gov.uk
Les Robb
Visiting Teacher, Deaf Pupils
Tel:
Email: FRCRobbLJ@angus.gov.uk
Margaret Cummins
Pre-school Home Visiting Teacher
Tel: 01241 828121 Email: FRCCumminsM@angus.gov.uk
Donna Bow
Pre-school Home Visiting Teacher
Tel: 01241 828110 Email FRCBowDL@angus.gov.uk
Beth Ross
Visiting Teacher, Visually Impaired Pupils
Tel: 01241 828122 or 07944 993605 Email: FRCRossB@angus.gov.uk
Liz Butler
Visiting Teacher, Visually Impaired Pupils
Tel: 01241 828122 or 07944 993610 Email: FRCButlerL@angus.gov.uk
Jacqueline McGuire
Visiting Teacher, Visually Impaired Pupils
Tel: 01241 828110
Email: FRCMcGuireJ@angus.gov.uk
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EDUCATIONAL PSYCHOLOGY SERVICE
Education Department
Bruce House
Wellgate
ARBROATH DD11 3TE
Tel: (01241) 435017
Fax: 01241 435034
Rodger Flavahan
Principal Educational Psychologist
Tel: 01241 435017 Email: FlavahanRP@angus.gov.uk
Jim Duthie
Senior Educational Psychologist
Tel: 01241 435027 Email: DuthieJ@angus.gov.uk
Audrey Jenkins
Senior Educational Psychologist
Tel: 01241 435015 Email: JenkinsA@angus.gov.uk
Linda Auchterlonie
Educational Psychologist
Tel: 01241 435016 Email: AuchterlonieL@angus.gov.uk
Jacqueline Boyle
Educational Psychologist
Tel: 01241 435047 Email: BoyleJ@angus.gov.uk
Fiona Callaghan
Educational Psychologist
Tel: 01241 435026 Email: CallaghanFE@angus.gov.uk
Alison Duncan
Educational Psychologist
Tel: 01241 435028 Email: DuncanA@angus.gov.uk
Mary Jo Laing
Educational Psychologist
Tel: 01241 435039 Email: LaingMJ@angus.gov.uk
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SCHOOL & FAMILY SUPPORT SERVICE
(incorporating Advice & Conciliation Service)
Education Department
Montrose Road Centre
Montrose Road
FORFAR DD8 2HT
Tel: 01307 473969
Fax: 01307 466929
Jackie Primrose
Acting Principal Officer School & Family Support
Tel: 01307 473971 Email: PrimroseJ@angus.gov.uk
Esther Black
School & Family Support Worker
Tel: 01307 473953 Email: BlackE@angus.gov.uk
Liz Campbell
School & Family Support Worker
Tel: 01307 473969 Email: CampbellL@angus.gov.uk
Jonathan Farmer
School & Family Support Worker
Tel: 01307 473656 Email: FarmerJ@angus.gov.uk
Marion Gray
School & Family Support Worker
Tel: 01307 473970 Email: GrayM1@angus.gov.uk
Sandra McKenna
Senior School & Family Support Worker (Landward Schools)
Tel: 01307 473970 Email: McKennaS@angus.gov.uk
Claire Morrison
School & Family Support Worker
Tel: 01307 473969 Email: MorrisonC@angus.gov.uk
Julie Mortimer
School & Family Support Worker
Tel: 01307 473967 Email: MortimerJ@angus.gov.uk
Shirley Ramsay
Acting Senior School & Family Support Worker (Coastal Schools)
Tel: 01307 473968 Email: RamsayS1@angus.gov.uk
Lesley Reid
School & Family Support Worker
Tel: 01307 473658 Email: ReidL1@angus.gov.uk
Anna Robertson
School & Family Support Worker
Tel: 01307 473969 Email: RobertsonA@angus.gov.uk
Alison Smith
School & Family Support Worker
Tel: 01307 473969 Email: SmithAM@angus.gov.uk
Colin Stewart
School & Family Support Worker
Tel: 01307 473969 Email: StewartCR@angus.gov.uk
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EDUCATIONAL DEVELOPMENT SERVICE
Education Department
Bruce House
Wellgate
ARBROATH DD11 3TE
Tel: 01241 435058
Fax: 01241 435034
Peter Duguid
Principal Quality Improvement Officer
Tel: 01241 435058 Email: DuguidP@angus.gov.uk
Gregor Robson
Quality Improvement Officer 0-14
Tel: 01241 435055 Email: RobsonG@angus.gov.uk
Maxine Cottiss
Quality Improvement Officer
Tel: 01241 435025 Email: CottissM@angus.gov.uk
Ken Edwards
Quality Improvement Officer 5-18
Tel: 01241 435059 Email: EdwardsK@angus.gov.uk
Norma Findlay
Quality Improvement Officer (Raising Standards)
Tel: 01241 435194 Email: FindlayN@angus.gov.uk
Ken McKay
Education Development Officer (PE & Sports)
Tel: 01241 435021 Email: McKayK@angus.gov.uk
Andrew Ross
Education Development Officer (Expressive Arts)
Tel: 01241 435040 Email: RossAM@angus.gov.uk
Archie McInally
Education Development Officer (Education for Work & Enterprise)
Tel: 01241 435050 Email: McInallyAR@angus.gov.uk
Moyra Hood
Education Resource Librarian
Tel: 01241 435008 Email: HoodM@angus.gov.uk
EDUCATION DEVELOPMENT OFFICER (PRE-SCHOOL)
Friockheim Resource Centre
Eastgate
Friockheim
Margaret Darling
Tel: 01241 828123 Email: FRCDarlingM@angus.gov.uk
81

APPENDIX 3
USEFUL CONTACTS (LOCAL)
Angus Adult Disability Teams (Learning & Physical)
Lunanpark Resource Centre, Guthrie Street, Friockheim ARBROATH DD11 4SZ
Tel: 01241 826900 Fax: 01241 826909
The staff teams carry out assessments of pupils who have ASN as part of the future needs
assessment process. The teams also offer advice to children and young people with disabilities.
ASSIST
Sheena Welsh, Development Officer, ASSIST, Educational Development Service, Northern
College, Gardyne Road, DUNDEE DD2 1NY
Tel: 01382 462857 Fax: 01382 462862
This service provides advice and support to schools in Dundee and Angus on ICT equipment and
software for pupils with additional support needs.
Forfarshire Society for the Blind
76 High Street ARBROATH DD11 1AW
Tel: 01241 871215 Fax: 01241 871215
Email: Margaret.blindsociety@connectfree.co.uk
The society is responsible for providing training in mobility outside school. It also undertakes
awareness-raising training for parents and workers involved in out-of-school activities and sighted
guide training for parents, children and families.
National Deaf Children’s Society (NDCS) – local contact
Alan MacQueen (Family Officer, Scotland)
Tel/Fax: 01382 500580 Text: 01382 504514
This is the only UK charity solely dedicated to the support of all deaf children, deaf young people,
their parents, carers, families and professionals working on their behalf. It is a national
organisation with more than 120 local groups.
Parent to Parent
Wallacetown Health Centre, Lyon Street DUNDEE DD4 6RB
Tel: 01382 455200
Email: parent-to-parent@ukonline.co.uk
This is a locally-based charitable organisation which provides advice, support and direct services
to assist parents with children who have additional support needs.
Princess Royal Trust
Angus Carers Centre
60 High Street, ARBROATH DD11 1AW
Tel: 01241 439157 Fax: 01241 876903
Email: anguscarers@carers.net
This centre provides a database and library of information for carers, and young carers.
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Strathmore Centre
57 Strathmore Avenue FORFAR DD8 1ND
Tel: 01307 461767
The centre provides residential respite for families who have a child with a disability by providing
care for the child at weekends and other times by arrangement. The staff also provide support and
advice to these families.
Tayside Association for the Deaf
36 Roseangle DUNDEE
Tel: 01382 221124
The association aims to facilitate access to services available in the wider community and to
promote the interests of deaf, deafened and hard of hearing people. Interpreting services are
available for families where there is a deaf parent.
Website: http://www.taysidedeaf.org.uk/intro.html
The Scottish Consultative Council on the Curriculum
Gardyne Road Broughty Ferry DUNDEE DD5 1NY
Tel: 01382 455 053 Fax: 01382 455 046
E-mail: reception@sccc.ac.uk Website: http://www.sccc.ac.uk
SCCC offers consultancy to schools regarding curriculum development and produces publications
on the curriculum and how to adapt it for pupils with additional support needs.
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APPENDIX 4
USEFUL CONTACTS (NATIONAL)
Additional Support Needs Tribunals for Scotland
Europa Building, 450 Argyle St, Glasgow G2 8LG
Tel: 0845 120 2096
Email: inquiries@asntscotland.gov.uk
Web: http://www.asntscotland.gov.uk/
The Tribunals have been established with the objective of providing an independent and expert
body to adjudicate in a user friendly way on certain matters relating to additional support needs.
Advocacy 2000
134 Ferry Road EDINBURGH EH6 4PQ
Tel: 0131 554 7878 Fax: 0131 554 7832
E-mail: advocacy@lineone.net
This service aims to be a support project to all those involved in independent
advocacy in Scotland.
Advocacy Safeguards Agency
1-2 St Andrew Square, Edinburgh EH2 2BD
Tel: 0131 524 9380 Fax: 0131 524 9381
Email: info@advocacysafeguards.org
Web: www.advocacysafeguards.org
ADDISS (Attention Deficit Disorder Information and Support Service)
10 Station Road, Mill Hill, London NW7 2JU
Tel: 020 8906 9068 Fax: 020 8959 0727
Email: info@addiss.co.uk
Web: www.addiss.co.uk/index.html
AFASIC
Afasic Scotland, 1 Prospect III, Gemini Crescent, Dundee Technology Park, Dundee
DD2 1TY
Tel: 01382 561891
Email: info@afasicscotland.org.uk
Web: http://www.afasic.org.uk/
AFASIC promotes understanding, acceptance, equal opportunities and inclusion of children and
young adults with speech and language impairments.
ASCS (Advice Service Capability Scotland)
11 Ellersly Road, Edinburgh EH12 6HY
Tel: 0131 313 5510 Fax: 0131 346 1681 Textphone: 0131 346 2529
Email: ascs@capability-scotland.org.uk
Web: http://www.capability-scotland.org.uk/information.asp
Capability Scotland is a large disability organisation offering a range of services and support for
those with cerebral palsy and other disabilities.
85

Barnardo’s Scotland
Headquarters, 235 Corstorphine Road EDINBURGH EH12 7AR
Tel: 0131 334 9893 Fax: 0131 316 4008
Website: http://www.barnardos.org.uk
Barnardo’s works to give disadvantaged children help to build their future. It runs locally based
projects in Scotland, including those for families of children with special needs.
CALL Centre (Communication Aids for Language and Learning)
Moray House School of Education, University of Edinburgh, Paterson's Land, Holyrood Road,
Edinburgh EH8 8AQ
Tel: 0131 651 6235/6236 Fax: 0131 651 6234
Email: call.centre@ed.ac.uk
Web: http://www.callcentrescotland.org.uk
The CALL Centre provides services and carries out research and development projects, working
with all those involved in meeting the needs of people who require augmentative communication
and/or specialised technology, particularly in education.
Careers Scotland
Headquarters,150 Broomielaw, Atlantic Quay, Glasgow G2 8LU
National Tel: 0845 8 502 502 Tel: 0141 228 2264/2489/2527 Fax: 0141 228 2851
Web: http://www.careers-scotland.org.uk
Careers Scotland provide services, information and support to individuals at all ages and stages of
career planning, and employers wanting to recruit and maintain a productive workforce.
Centre for Education for Racial Equality Scotland (CERES)
Moray House Institute of Education, Charteris Building, Floor 2 Room 5, Faculty of Education,
Holyrood Road, Edinburgh EH8 8AQ
Tel: 0131 651 6274 Fax: 0131 651 6511
Email: ceres@ed.ac.uk
Web: www.education.ed.ac.uk/ceres/
CERES works with the public, private and voluntary sectors across Scotland to raise awareness of
race equality issues in education and advises on the development and implementation of antiracist
policies and perspectives. They support the development of bilingualism, carry out and
collate relevant research and maintain a resource centre for inclusive education.
Child Psychotherapy Trust in Scotland (CPTS)
13 Park Terrace GLASGOW G3 6BY
Tel: 01451 353 3399 Fax: 0141 332 3999
CPTS is a charity whose mission is to help ensure that psychotherapy services are readily
available to all children and young people who require them, as a fundamental right within
healthcare provision in Scotland.
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Childline Scotland
18 Albion Street, Glasgow G1 1LH
Tel: 0870 336 2910 Fax: 0870 336 2911 Helpline no: 0800 1111
Web: http://www.childline.org.uk/Scotland.asp
This helpline offers children and young people confidential advice on matters concerning them.
Children in Scotland
(see Enquire)
Princess House, 5 Shandwick Place EDINBURGH EH2 4RG
Tel: 0131 228 8484 Fax: 0131 228 8585
E-mail: info@childreninscotland.org.uk Website: http://childreninscotland.org.uk
This is a membership organisation representing the interests of children and young people in
Scotland on behalf of its members
Commission for Racial Equality (Scotland)
The Tun, 12 Jackson's Entry, off Holyrood Road, Edinburgh EH8 8PJ
Tel: 0131 524 2000 Fax: 0131 524 2001 Textphone: 0131 524 2018
E-mail: scotland@cre.gov.uk
Web: http://www.cre.gov.uk/
Contact a Family
Norton Park, 57 Albion Road EDINBURGH EH7 5QY
Tel: 0131 475 2608 Fax: 0131 475 2397
E-mail: info@cafamily.org.uk
Web: www.cafamily.org.uk/scotland/
This national organisation offers information and support to families who care for children with any
disability or special need, and can link families with a child with a rare or specific syndrome.
Deaf Education Through Listening and Talking (DELTA)
DELTA PO Box 20, Haverhill, SUFFOLK CB9 7BD
Tel/Fax: 01440 783689
This national association promotes right choices and opportunities for children and young people
through the Practice of Natural Auralism.
Down's Syndrome Scotland
158-160 Balgreen Road, Edinburgh EH11 3AU
Tel: 0131 313 4225 Fax: 0131 313 4285
Email: info@dsscotland.org.uk
Web: www.dsscotland.org.uk
Down's Syndrome Scotland offers a range of support services and information for individuals with
Down's Syndrome, their families and those who work with them
87

Dyslexia Institute
Rooms 14 & 20, Napiershall Street Centre, 39 Napiershall Street, Glasgow G20 6EZ
Tel: 0141 334 4549 Fax: 0141 339 8879
E-mail: Glasgow@dyslexia-inst.org.uk Website: http://www.dyslexia-inst.org.uk
This charity focuses on the assessment and education of people with dyslexia and on teacher
training.
Dyslexia Scotland
Unit 3, Stirling Business Centre, Wellgreen, Stirling FK8 2DZ
Tel: 01786 446650 Fax: 01786 471235 Helpline: 0178 644 6650
Email info@dyslexiascotland.org
Web www.dyslexiascotland.org
Dyslexia Scotland aims to raise public awareness of dyslexia and its related difficulties, and offers
advice and support for those with dyslexia.
Dyspraxia Foundation
8 West Alley Hitchin Herts. SG5 1EG
Tel: 01462 455 016 Fax: 01462 455 052 Helpline: 01462 454 986
Web: http://www.dyspraxiafoundation.org.uk
This agency aims to support individuals and families affected by developmental dyspraxia and to
increase understanding and awareness of dyspraxia.
Education Law Unit - Govan Law Centre
Govan Law Centre, 47 Burleigh Street, Govan, Glasgow G51 3LB.
Tel/Minicom: 0141 445 1955 Fax: 0141 445 3934.
Email: advice@edlaw.org.uk
Web: http://www.govanlc.com/index.html
The Education Law Unit works in partnership with schools, education authorities, parents' groups
and charities to make pupils' rights and parents' rights in education a reality.
ENABLE
6 TH Floor, 7 Buchanan Street GLASGOW G1 3HL
Tel: 0141 226 4541 Fax: 0141 204 4398
E-mail: enable@enable.org.uk
Web: http://www.enable.org.uk
ENABLE works to promote the interests of people with learning disabilities in Scotland. ENABLE
also runs an information service.
Enquire
5 Shandwick Place, Edinburgh, EH2 4RG
Tel : 0131 22 22 425 Fax : 0131 22 89 852 Helpline: 0845 123 2303
Typetalk: 0800 959598
E-mail: info@enquire.org.uk
Web: www.enquire.org.uk
Enquire is the national advice and information service for matters related to additional support for
learning.
88

Epilepsy Scotland
48 Govan Road, Glasgow G51 1JL
Tel: 0141 427 4911 Fax: 0141 419 1709 Helpline: 0808 800 2 200
Email: enquiries@epilepsyscotland.org.uk
Web: www.epilepsyscotland.org.uk
This service aims to improve the quality of life for people with epilepsy and their families in
Scotland.
Equity in Education
76 High St, Peebles EH45 8SW
Tel: 01721 729326
Web: http://www.equityineducation.org/
The aim of Equity in Education is to improve educational and social outcomes for children and
young people, in particular those with additional support needs.
Grampian REC (Racial Equality Council)
GREC 168 Market Street, ABERDEEN AB11 5PP
Tel: 01224 595505 Fax: 01224 595541
Email: jfelsinger@grec.co.uk Website: www.grec.co.uk
GREC advises individuals regarding their rights and provides a casework service to victims of
racial harassment and discrimination. Counselling is offered to anyone who has been subjected to
racial harassment or discrimination. GREC provides consultancy and training services to
organisations on all aspects of equality. It also works in partnership with a number of relevant
agencies, such as local authorities, police, colleges, the NHS etc in order to progress work on a
wide array of issues pertinent to race relations, race equality, and community safety and cohesion.
ISEA (Independent Special Education Advice) (Scotland)
164 High Street, Dalkeith, Midlothian EH22 1AY
Tel/Fax: 0131 454 0096/ 0131 454 0144
Email: advocacy@isea.org.uk
This organisation provides information, advice and support, including advocacy/representation, to
parents and carers of children/young people with additional support needs.
Learning and Teaching Scotland
Glasgow office, 74 Victoria Crescent Road, Glasgow G12 9JN
Tel: 0141 337 5000 Fax: 0141 337 5050
Email: enquires@LTScotland.org.uk
Web: http://www.ltscotland.org.uk
Learning and Teaching Scotland offer consultancy to schools regarding curriculum development
and produce publications on the curriculum and how to adapt it for pupils with additional support
needs.
Legislation
Her Majesty's Stationery Office (HMSO) is responsible for publishing all legislation, Command
Papers and the Official Gazettes. The Office of Public Sector Information (OPSI) website provides
electronic access to all legislation and regulations and associated explanatory notes.
http://www.opsi.gov.uk/
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Linking Education and Disability
Queen Margaret University College
36 Clerwood Terrace EDINBURGH EH12 8TS
Tel: 0131 317 3439 Fax: 0131 339 7198 Helpline: 0800 100 900 ask for Jean Alcock
E-mail: enquiries@lead.org.uk
Web: http://www.lead.org.uk
LEAD provides guidance to physically disabled young people (16+) and adults requiring access to
education and lifelong learning.
National Autistic Society - Scotland
Suite 3, 111 Union Street GLASGOW G1 3TA
Tel: 0141 221 8090 Fax: 0141 221 8118
E-mail: Scotland@nas.org.uk Website: www.scotland.autism.org.uk
This service works to help people with autism and Asperger Syndrome, and their families, to live as
independently as possible.
National Deaf Children's Society Scotland
187-189 Central Chambers, 93 Hope Street, Glasgow G2 6LD
Tel: 0141 248 4457 Fax: 0141 248 2597 Minicom: 0141 222 4476
Email: ndcs.scotland@ndcs.org.uk
Web: http://www.ndcs.org.uk/ndcs_network/scotland/index.html
NHS Helpline Scotland
Network Scotland
Ruthven Lane The Mews GLASGOW G12 8NT
Fax: 0141 334 0299 Helpline: 0800 224 488
This helpline offers information on health services, practices and procedures.
Parentline Scotland
83 Whitehouse Loan, Edinburgh EH9 1AT
Tel: 0131 446 2300 Fax: 0131 446 2339 Freephone: 0808 800 22 22
Web: www.children1st.org.uk/parentline
Parentline is a confidential telephone helpline run by Children 1st providing support to parents and
carers in talking through any concerns relating to parenting issues.
Partners in Advocacy
Unit 17, John Cotton Business Centre, 10 Sunnyside, Edinburgh EH7 5RA
Tel: 0131 478 7723
Email: admin@partnersinadvocacy.org.uk
Web: http://www.partnersinadvocacy.org.uk/
90

Parentzone (Scottish Executive)
The Parent Zone web site which provides a one-stop shop for parents, guardians and carers
looking for information about school education. It has been developed as part of the National Grid
for Learning by the Scottish Executive Education Department in partnership with the Scottish
Parent Teacher Council and Learning and Teaching Scotland, and with support from the Parents
as Partners Strategy Group.
Website: www.ngflscotland.gov.uk/parentzone
Resolve
Children in Scotland, 5 Shandwick Place, Edinburgh EH2 4RG
Tel: 0131 222 2456 Fax: 0131 228 8585
Email: smitchell@childreninscotland.org.uk
Web: http://www.resolveasl.org.uk
Resolve is a new and independent mediation service available as an option to resolve conflict
throughout ASN issues in education.
Royal National Institute for the Blind (RNIB)
Dunedin House 25 Ravelston Terrace EDINBURGH EH4 3TP
Tel: 0131 311 8500 Fax: 0131 311 8529 Helpline: 0345 669 999
E-mail: rnibscotland@rnib.org.uk Website: http://www.rnib.org.uk
This service offers practical support and advice to blind people and those with visual impairments.
Royal National Institute for the Deaf (RNID)
Cronngate Business Centre, Brook Street, Glasgow G40 3AP
Tel: 0141 554 0053 Fax: 0141 554 5837 Helpline: 0808 808 0123 (freephone)
Textphone: 0808 808 9000 (freephone)
Email: informationline@rnid.org.uk
Web: http://www.rnid.org/
This organisation provides services, information and campaigning for the deaf and hard of hearing
people.
Schoolhouse Home Education Association
PO Box 18044, Glenrothes, Fife KY7 9AD
Tel: 01307 463120
Email: enquires@schoolhouse.org.uk
Web: http://www.schoolhouse.org.uk
This organisation offers information and support related to home based education.
The Scottish Association for Mental Health
Cumbrae House 15 Carlton Court GLASGOW G5 9JP
Tel: 0141 568 7000 Fax: 0141 7001
E-mail: enquire@samh.org.uk
Web: www.samh.org.uk
This is a national agency promoting issues affecting those with mental health problems.
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Scottish Child Law Centre
54 East Crosscauseway, Edinburgh EH8 9HD
Freephone for under 18s 0800 328 8970 Tel: 0131 667 6333 Fax: 0131 667 1713
Email: enquiries@sclc.org.uk
Web: http://www.sclc.org.uk/
The Scottish Council on Deafness
Clerwood House 96 Clermiston Road EDINBURGH EH12 6UT
Tel: 0131 314 6075 Fax: 0131 314 6077 Text: 0131 314 6078
SCOD acts on behalf of organisations working with deaf people in Scotland and also maintains the
Scottish register of people who are deaf or hard of hearing.
Scottish Downs Syndrome Association
158-160 Balgreen Road EDINBURGH EH11 3AU
Tel: 0131 313 4225 Fax: 0131 313 4285
E-mail: info@sdsa.org.uk Website: www.sdsa.org.uk
SDSA offers a range of support services and information for individuals with Downs Syndrome,
their families and those who work with them.
Scottish Dyslexia Association
Unit 3 Stirling Business Centre Wellgreen STIRLING FK8 2DZ
Tel: 01786 446 650 Fax: 01786 471 235
E-mail: Dyslexia.scotland@dial.pipex.com
The SDA aims to raise public awareness of dyslexia and its related difficulties, and offers advice
and support for those with dyslexia.
Scottish Mediation Network,
18 York Place, Edinburgh EH1 3EP
Tel: 0131 556 1221
Web: www.scottishmediation.org.uk
Scottish Network for Able Pupils
Room 556, St Andrew's Building, University of Glasgow, 11 Eldon Street, Glasgow G3 6NH
Tel: 0141 330 3071
Email: snap@educ.gla.ac.uk
Web: www.ablepupils.com
Scottish Qualifications Authority (SQA)
Ironmills Road, Dalkeith, MIDLOTHIAN EH22 1LE
Tel: 0845 279 1000 Fax: 0141 242 2244
Email: mail@sqa.org.uk
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Scottish Refugee Council
5 Cadogan Square, (170 Blythswood Court), Glasgow G2 7PH
Tel: 0141 248 9799 Fax: 0141 243 2499
Web: www.scottishrefugeecouncil.org.uk
Scottish Sensory Centre
Moray House School of Education, The University of Edinburgh,
Paterson’s Land, Holyrood Road EDINBURGH EH8 8AQ
Tel: 0131 651 6501 Tel (Text): 0131 651 6067 Fax: 0131 651 6502
Web: www.ssc.mhie.ac.uk
The Scottish Sensory Centre promotes and supports new developments in effective practices in
the education of children and young people with sensory impairments (visual, deaf and blind). It
works in collaboration with education professionals, voluntary organisations, parents and young
people.
Scottish Society for Autism Headquarters
Hilton House, Alloa Business Centre, The Whins, Alloa FK10 3SA
Tel: 01259 720 044 Fax: 01259 720 051
E-mail: info@autism-in-scotland.org.uk Website: www.autism-in-scotland.org.uk
This service offers care, support and education in Scotland for people with autism and their
families and others who work with them.
Scottish Traveller Education Programme
The University of Edinburgh, 2.5 Charteris Land, Holyrood Road, Edinburgh, EH8 8AQ Tel: 0131
651 6444 Fax: 0131 651 6511
Email: step@education.ed.ac.uk
Web: www.scottishtravellered.net
Sense Scotland
Sense Scotland, 43 Middlesex Street, Kinning Park, Glasgow G41 1EE
Tel: 0141 429 0294 Fax: 0141 429 0295 Text: 0141 418 7170
Email: info@sensescotland.org.uk
Web: www.sensescotland.org.uk
Sense Scotland are a service providing organisation which is also engaged in policy development
for children and adults with complex support needs because of deafblindness or sensory
impairment, learning disability or physical disability. Sense Scotland also provide communication
and innovative support services for people who are marginalised because of challenging
behaviour, health care issues and the complexity of their support needs.
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SKILL Scotland
Norton Park, 57 Albion Road, Edinburgh EH7 5QY
Tel: 0131 475 2348 Fax: 0131 475 2397
Email: admin@skillscotland.org.uk
Web: www.skill.org.uk
This service promotes opportunities to empower young people and adults with disabilities to realise
their potential in further and higher education, training and employment.
Sleep Scotland
8 Hope Park Square EDINBURGH EH8 9NW
Tel: 0131 651 1392
Email: sleepscotland@btinternet.com
This is a parent support group which offers advice to parents of children with a disturbed sleep
pattern.
Special Needs Information Point
14 Rillbank Terrace, Edinburgh EH9 1LN
Tel/Fax: 0131 536 0583 Office/textphone: 0131 536 0360
Email: snip@btinternet.com
Web: www.snipinfo.org/
SNIP provides advice and information on services available to children with additional support
needs and their carers.
UPDATE
27 Beaverhall Road EDINBURGH EH7 4JE
Tel: 0131 558 5200 Minicom: 0131 558 5202 Fax: 0131 558 5201
Email: info@update.org.uk Website: www.update.org.uk
UPDATE is Scotland’s National Disability Information Service. It is a recognised Scottish charity,
governed by disabled people. It provides a wide range of information, resources and support
services to information providers in Scotland and also provides general information to members of
the public, as well as accurate contact details of local or specialist sources of advice and support.
VI (Visual Impairment) Scotland
Scottish Sensory Centre, Moray House School of Education, University of Edinburgh
Holyrood Road EDINBURGH EH8 8AQ
Tel: 0131 651 6078 Fax: 0131 6501 6502
Email: viscotland@ed.ac.uk
This organisation provides information and advice for those working with children who have a
visual impairment.
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SPECIMEN SCHOOL POLICY
APPENDIX 5
This specimen policy has been produced to provide schools with a model
which can be adapted to suit the specific circumstances of any school –
primary or secondary.
Glenview Academy
SUPPORT FOR LEARNERS
POLICY
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GLENVIEW ACADEMY
SUPPORT FOR LEARNERS POLICY
1 PURPOSE
1.1 This policy has been produced to enable the school to promote effective curricular and
working practices with the aim of developing the personality, talents and mental and physical
abilities of each individual pupil to his/her fullest potential. The policy takes appropriate
account of statutory requirements as defined in The Education (Additional Support for
Learning) (Scotland) Act 2004, and is based on guidance provided to all schools by the local
authority via Angus Council Education Department’s ‘Support for Learners’ policy.
2 UNDERPINNING PRINCIPLES
2.1 It is the policy of the school to provide an appropriate curriculum for all of its pupils.
2.2 It is the responsibility of every department and every teacher within the school to organise
courses and lessons which promote effective learning and teaching, catering for all levels of
ability across the continuum. It is recognised that many pupils experience learning difficulties
at some stage in their school career and a substantial number experience difficulties which
are serious enough to affect successful learning.
2.3 The curriculum offered to a number of pupils may need to be modified substantially on a
temporary or even permanent basis as a small proportion of pupils will have additional
support needs of a nature which may require them to be given additional long-term support.
2.4 It is the school’s policy to foster integration within the mainstream insofar as this is
appropriate and as far as resources permit.
2.5 The term “Support for Learners” describes the various approaches taken to provide an
appropriate curriculum for all pupils.
3 GENESIS OF POLICY
3.1 Following an extensive consultation exercise involving all staff, the School Board, pupils and
parents this policy was produced by a staff working group and adopted by the whole staff
team on 15 August 2006. The policy will be reviewed by December 2010.
4 AIMS
4.1 In Glenview Academy all staff work as a team to provide a learning environment which is
focused upon the needs of each individual pupil. This whole-school approach underpins the
work which is undertaken to support pupils with significantly varying levels of ability and
those with additional support needs.
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The school aims to ensure that:
each pupil is known and valued as a person in his/her own right
pupils are assisted to achieve the highest possible standards in class work and internal
and external assessments
the curriculum and learning approaches are appropriate to the educational needs of
pupils to enable them to achieve their full potential
pupils are encouraged to develop personally and socially
strong, effective links are developed between home, school and external agencies for
the benefit of pupils
staff work in partnership to prepare pupils for life beyond school
all pupils are encouraged to participate actively in decisions about their education and
welfare.
4.2 To realise the stated aims of the school all staff promote the following key features:
A positive learning environment in which pupils are able and willing to learn. The
atmosphere is orderly and purposeful and the working environment is attractive.
Discipline is clear and fair. Staff take care to praise pupils for good work.
An emphasis on teaching and learning. The school’s activities have one central
purpose – helping pupils to learn and achieve. Staff systematically monitor and
evaluate the achievements of pupils and the school as a whole. Assessment is wellplanned
and integral to course work. Its purpose is made clear to pupils and parents.
Purposeful teaching. The quality of teaching is high because lessons are efficiently
organised with a clear purpose and structure. Teaching takes account of the fact that
pupils learn in different ways.
The school has explicit high expectations of what pupils can achieve and these are
communicated clearly to all pupils. Lessons are intellectually challenging. Pupils are
encouraged to take responsibility for their own work.
Home-school partnerships are welcomed. Parents are encouraged to become
actively involved in their children’s work and with the general life of the school.
5 ROLES AND RESPONSIBILITIES
Senior Management Team
It is the responsibility of the Senior Management Team to:
• support the integration of pupils with differing needs
• assist all staff to implement the Support for Learners policy
• ensure that systems are in place to ascertain and support the needs of individual pupils
• ensure that SMT link officers meet regularly with Principal Teachers to monitor and
review progress
• support initiatives designed to improve the learning and social integration of all pupils.
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Principal Teachers
It is the responsibility of Principal Teachers to:
• promote and support the integration of pupils with differing needs
• develop strategies to help pupils to access the curriculum, modifying the content and
delivery in the light of the pupil’s assessed needs
• consult with colleagues to overcome practical problems and any Health & Safety issues
• attend (where appropriate) Case Conferences, Children’s Hearings or other formal
reviews required by legislation
• ensure that pupils, staff and parents are kept informed of any alternative arrangements
which have been made to support pupils’ learning and assess their progress.
Additional Support Needs staff
It is the responsibility of ASN staff to:
• support the integration of pupils with differing needs
• provide an advice/consultation and staff development service for other members of staff
• engage in co-operative teaching to support individual pupils
• track the progress of individual pupils receiving additional support
• liaise with Primary Schools and other external agencies to prepare for the needs of new
entrants to the school
• ensure that the decisions of review meetings are implemented
• assist pupils and their parents to access the support provided by external agencies.
All Teaching staff
It is the responsibility of all Teaching staff to:
• support the integration of pupils with differing needs
• differentiate tasks to suit the needs of all pupils in their classes
• employ a variety of teaching styles
• refer pupils with learning difficulties or special aptitudes to ASN staff
• refer pupils with behavioural difficulties to the appropriate PT (Pupil Care & Support)
• seek advice from ASN staff, if appropriate, when a pupil has had a significant period of
absence.
6 OPERATIONAL /PROCEDURAL ADVICE
Additional Support Needs Team
6.1 The ASN Team comprises:
• 6.1 FTE Additional Support Needs Teachers (including the PT SFL)
• 3 Support for Learning Assistants
The team is augmented by the Senior Management Team link officer (ASN Co-ordinator).
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6.2 The Principal Teacher, Support for Learning, will have overall responsibility for the day-today
management of the team. The PT will monitor the deployment of staffing and resources
and evaluate these in order to ensure that there is an effective and efficient range of support
for pupils across the continuum of need.
6.3 Matters relating to pupils with identified additional support needs, an Individualised
Educational Plan (IEP) or a Co-ordinated Support Plan (CSP), will be channelled in the first
instance through the PT. The PT will advise other colleagues as appropriate as they produce
IEPs for these pupils.
6.4 The ASN team will:
o assess the needs of individual pupils
o advise subject teachers on the needs of individual pupils
o ensure that effective procedures are in place for consultancy
o support classes and individual pupils in subject departments as negotiated
o work with subject departments to develop courses and teaching methodologies
appropriate to pupils’ needs
o work with subject departments to develop appropriate assessment procedures, including
alternative examination arrangements
o work in partnership with Pupil Care and Support staff to plan and implement IEPs and
CSPs where appropriate to ensure that learning needs are met
o maintain and develop effective links with parents, Pupil Care & Support staff, Year Heads
and outside agencies
o develop strategies which serve to establish priorities and evaluate effectiveness
o in partnership with Pupil Care & Support staff, maintain and develop effective links with
feeder primaries
o review with senior management the team’s role within the school’s annual improvement
plan and establish relevant priorities within the departmental plan
o prepare and plan for staff development needs
o develop and deliver 5-14 and Access courses where appropriate to meet the needs of
individual pupils with Additional Support Needs
o continue to help build up appropriate resources for both mainstream and the ASN Base
including technological aids to learning.
Curriculum
6.5 The main responsibility for the delivery of effective learning and teaching rests with subject
teachers. They will receive practical assistance and support from the ASN team as
negotiated with Principal Teachers through the school’s ‘bids’ system.
6.6 All staff should :
o make reference to other school policies, particularly those dealing with Effective Learning
and Teaching, Homework and Assessment
o access the consultancy and curriculum development roles of the ASN team
o ensure that issues relating to supporting pupils’ needs are discussed and acted upon
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o
o
o
communicate concerns about pupils’ progress to Support for Learning and Pupil Care &
Support staff
participate in the planning, monitoring and assessment of IEPs
ensure that information on pupils’ learning is circulated within their departments,
particularly P7 to S1, S2 to S3 and S4 to S5.
6.7 Pupils whose progress is giving cause for concern may be referred to the PT, Support for
Learning, in the first instance by other Principal Teachers or Year Heads. The ASN team
aims to make a prompt response to such referrals and will keep staff informed of strategies
being used to support individual pupils where intervention is deemed necessary.
Year Heads
6.8 Year Heads have a particular responsibility for their year groups and are required to ensure
that appropriate measures are taken for the effective personal, curricular and careers
guidance of their pupils, and for their general welfare. In fulfilling this remit, they will work
with the PT Support for Learning to ensure the specific needs of pupils with Additional
Support Needs are being identified and met through appropriate provision. The Year Heads
will liaise with the PT Support for Learning and the Head Teacher in arranging case
conferences.
Pupil Care & Support
6.9 PTs Pupil Care and Support and the ASN team will work in partnership to support pupils.
Specifically they will :-
‣ co-operate in the process of transfer from primary to secondary school thus enabling a
close liaison to be maintained and ensuring that the needs of individual children in the
new intake are made known to their teachers
‣ monitor the performance of pupils and be alert to under-achievement discussing any
cases with the ASN team, class teachers, Principal Teachers, Year Heads and parents
as appropriate
‣ share information, where appropriate, relating to pupils in whom they have a common
interest eg pupils who require a high level of additional support and consequently have
an IEP or CSP. Ideally PTs Pupil Care & Support should attend case conferences or
review meetings but, if this is not possible, they should be afforded the opportunity to
contribute and be kept fully informed of any outcomes.
Support for Learning Assistants
6.10 Support for Learning Assistants play an important role in supporting pupils’ learning under
direction from teachers. They may :
• be present in mainstream classes to assist both the pupils and the subject teachers
• provide auxiliary support for the teacher with tutorial groups in the ASN Base
• carry out a variety of additional duties including acting as a reader/scribe as necessary,
assisting with the use of technological aids etc
• administer medication
• accompany pupils with mobility difficulties to PE
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• assist in other general duties which serve to improve the quality of learning and
teaching of pupils with additional support needs.
Co-ordinator, Additional Support Needs
6.11 The Co-ordinator will:
‣ act as a link between the ASN team and other staff
‣ support effective policy, practice and provision as it relates to Support for Learners
‣ meet regularly with the PT to discuss issues such as management of the service within
the school including the deployment of support staff and resources, pupil needs, staff
development requirements, aims, priorities, effectiveness and curriculum development
plans
‣ report to the Board of Studies on matters relating to the ASN team
‣ ensure that the effectiveness of Support for Learning provision is monitored and
evaluated on a regular basis.
Services Provided by the ASN Team
6.12 All staff will be made aware of the specific roles of the ASN team namely:
- Co-operative Teaching
- Curriculum development
- Direct Tuition
- Consultation
- Staff Development.
6.13 Co-operative Teaching provides a ‘whole class’ resource within subject departments
whereby the ASN team can assist with the delivery of courses whilst at the same time giving
additional help and support to those pupils who continue to experience difficulties with the
skills and concepts being taught.
6.14 Curriculum Development provides the means whereby all pupils can better access the
curriculum. It offers subject teachers an opportunity to define the course content, with the
ASN team offering advice on the means by which the content can be most effectively
delivered to the whole class.
6.15 Direct Tuition provides short or long term tuition for an individual or groups of pupils in order
to:
- assist the pupil (s) in accessing the curriculum
- help them concentrate on basic reading, writing and numeracy
- help them return to a subject after a period of absence.
6.16 Consultation is a major role for the ASN team whereby they can help subject teachers and
departments to understand the difficulties which substantial numbers of pupils may be
experiencing and assist them in planning courses and preparing materials which will serve to
minimise difficulty and promote effective learning and teaching.
6.17 Staff Development. Where a need for such is identified the ASN team may be involved in
assisting with or delivering appropriate in-service training. By sharing their expertise in a
more formal context they can help raise awareness of the difficulties pupils experience and
assist teachers in identifying strategies which can be used to address these difficulties.
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Additional Support Needs
6.18 The aims for pupils whose additional support needs are formally recognised in a an IEP, or
in a very small number of cases, a CSP, are the same as for all other pupils, in particular, to
enable each to develop fully his or her potential through a broadly-based and balanced
curriculum.
6.19 Once an appropriate curriculum has been negotiated for a pupil with significant additional
support needs, an IEP will be drawn up with identified targets to plan for progress. ASN staff
may be involved in supporting the pupil in mainstream classes where s/he is integrated or in
delivering aspects of the negotiated curriculum in the ASN Base.
6.20 To cater for the continuum of need, the methods of meeting individual needs will be reflected
in Individualised Educational Programmes featuring some/all of the following arrangements:
• differentiation of classroom materials
• companion teaching in mainstream classes
• extraction for short periods of intensive tuition
• a combination of placement in mainstream, with support where resources permit,
coupled with extraction from particular subjects where this is agreed to be in the best
interests of the individual child
• pupils taught in discrete groups by subject specialists.
6.21 Support for Learning assistants will play a key role in supporting, integrating and supervising
pupils at intervals and lunchtimes.
6.22 Pupils with additional support needs will be presented for Scottish Qualifications Authority
examinations at Standard Grade and through opportunities within the Higher Still structure as
appropriate. The school will liaise with the SQA to ensure that pupils receive the benefit of
adapted papers and other facilities which take account of their needs.
6.23 Both National and Authority guidelines will be adhered to in relation to legislation affecting
pupils with additional support needs, particularly those with CSPs. Annual reviews of pupils'
progress will be held and a formal meeting will be held within 12 months of the pupil
becoming eligible to leave school. The meeting will involve parents, the pupil, teachers, the
educational psychologist and other interested professionals, the objective being to explore a
range of possible future provision so that the most beneficial and appropriate placement can
be made when formal schooling comes to an end.
Behaviour Support
6.24 Behaviour Support is provided by the ASN team for pupils whose day-to-day behaviour is
causing concern.
6.25 A pupil considered to be in need of behavioural support must be referred to the Year Head
by Principal Teacher(s) within the terms of the school’s discipline policy.
6.26 Parents will be closely involved in any decision to employ behavioural support. This will
generally be achieved by the Year Heads convening a conference which will define the
support needed and the likely duration of such support.
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6.27 The aim of employing Behaviour Support should be to have the pupil maintain his/her normal
timetable as far as possible. Support will be designed to address the problems which are
preventing the pupil making progress due to his/her inappropriate behaviour.
6.28 Behaviour Support can take various forms:
o Individualised support in the classroom, where staffing permits
o
o
Withdrawal from class/classes for a specified period of time to allow the pupil to address
the nature of his/her problematical behaviour and identify, with the help of the support
teacher, strategies for change. It is not envisaged, however, that the support will be used
as a means of removing pupil from class for an extended period of time. The ultimate aim
is to achieve reintegration of the pupils into their mainstream curriculum.
Where appropriate, external agencies may be involved – Educational Psychology
Service, School & Family Support Service, Social Work Department, Bullying Helpline
etc.
6.29 The Behaviour Support teacher will have particular responsibility, in consultation with the
classroom teachers concerned, for the setting of targets, monitoring progress and assisting
with the reintegration process.
6.30 In cases where the pupil is withdrawn from class for a specified period of time, subject
teachers will have the responsibility for providing appropriate work for the pupil to undertake,
under supervision, in the ASN base.
6.31 Review meetings will be held at regular intervals and parents and staff kept fully informed.
The Bids System
6.32 Through a ‘bids’ system priorities and needs will identified and agreement reached as to
those areas where support will be targeted within the school for specified blocks of time.
Bids will be requested in the Spring term and will be the subject of discussion between the
PT Support for Learning, other Principal Teachers and the ASN Co-ordinator. The system
takes into account priorities established in the school’s improvement plan for each session.
Primary/Secondary Liaison
6.33 All teaching members of the ASN team will be involved in Primary/Secondary Liaison,
generally from October to April or as agreed with cluster primary schools. This will involve
consultation with primary Support for Learning and classroom teachers, and specialists such
as Educational Psychologists and medical officers. Liaison and consultation with parents of
pupils who will transfer to S1 will be an integral part of the process of assisting the smooth
transition from primary school to Glenview Academy.
6.34 Information about pupils, their achievements and learning needs will be used to identify those
who may require additional support and will inform decisions as to the deployment of the
ASN team. Pupil profiles will be compiled and made available to subject departments and
senior management prior to the start of each new session.
External Agencies
6.35 Regular meetings will be held with the Educational Psychology Service and specialist links
will be maintained with Colleges, other schools and Careers Scotland. Other agencies such
as Speech Therapy, Service for Hearing Impaired/Visually Impaired pupils will be consulted
where appropriate.
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Identification of Needs
6.36 The majority of pupils who come to Glenview Academy with learning difficulties come to the
school from the associated cluster primary schools. Some of these pupils will have had an
assessment of their needs, and the appropriate provision arranged to meet such needs,
described in an IEP (or in a small number of cases a CSP), already in place. However,
others will have difficulties of a lesser degree, perhaps insufficient to warrant the opening of
an IEP, but still great enough to cause them substantial problems when faced with the
mainstream curriculum in secondary school.
6.37 Where an IEP has been put in place, much of this early identification of needs has been
carried out. However, it is important to reassess these needs in light of the new situation
faced by the pupil on transferring. The responsibility for this lies with the ASN team. In
Glenview Academy this process is aided by a ‘link’ course (for some pupils) held in the
summer term, through Induction Days arranged for all P7 pupils and by effective
primary/secondary liaison.
6.38 Evidence gathered from case conferences, interviews with parents, link courses and
primary/secondary liaison will help to identify the elements of an appropriate curriculum for
individual pupils. This will be negotiated in consultation with the Year Head and Principal
Teachers. Integration in mainstream classes will be a feature where it is deemed appropriate
in meeting the pupil’s needs.
6.39 Progress will be monitored and reviewed though the process of regular/annual review
meetings and CSP procedures as prescribed in the Code of Practice which supports the
Education (Additional Support for Learning) (Scotland) Act 2004.
6.40 Where a pupil has additional support needs not previously addressed through means of an
IEP, the responsibility lies with ASN team (in partnership with PCS staff) to establish what
these needs are, again working in close collaboration with subject departments.
6.41 A survey of the progress of the S1 pupil intake will be carried out by the Year Head and the
ASN team towards the end of term 1.
6.42 In the light of information gleaned from the survey, levels of support will be adjusted where
possible, within available resources, to meet the needs of pupils who encounter the greatest
difficulty. Adjustments might include increased in-class support, the production of
differentiated materials, direct tuition or the development of individualised programmes of
work.
6.43 Where a pupil with significant additional support needs transfers to Glenview Academy from
another school during the course of the session, a case conference will be held, convened by
the Year Head, where possible, prior to induction to allow informed decisions to be taken as
to an appropriate curriculum for the pupil and the levels of support required to facilitate
effective learning.
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7 REFERENCE TO OTHER POLICIES/DOCUMENTS
7.1 ANGUS COUNCIL (all available on the Education Intranet site)
‣ Case Conference Procedures
‣ Intimate Care Guidelines
‣ Exclusion From School – Guidelines for Head Teachers
‣ Fire Evacuation Procedures
‣ Child Protection Guidelines and Procedures
‣ Positive Behaviour Management : Guidelines for Schools
‣ Administration of Medication in School
‣ Alternative Assessment Arrangements
NATIONAL PUBLICATIONS
‣ The Education (Additional Support for Learning) (Scotland) Act, 2004 - Scottish
Executive
‣ Supporting Children’s Learning – Code of Practice - Scottish Executive, 2005
‣ Enquire Parents Guide to Additional Support for Learning, 2005
‣ A Manual of Good Practice in Special Educational Needs : Scottish Office (Education &
Industry Department) 1999
‣ A Route to Equality and Fairness: Self-evaluation using Performance Indicators HM
Inspectors of Schools 1999
‣ Raising Standards - Setting Targets for Pupils with Special Educational Needs : Scottish
Office (Education & Industry Department) 1999
‣ IEP Pack, North Ayrshire Council Education Department
‣ Standards in Scotland's Schools etc Act 2000 : Stationery Office 2000
‣ The Same as You? A Review of Services for People with Learning Disabilities : Scottish
Executive 2000
‣ Learning with Care: The Education of Children Looked After away from home by Local
Authorities : HM Inspectors of Schools & the Social Work Services Inspectorate 2001
‣ Guidance on Education of Children Absent from School through Ill-health
Scottish Executive Education Department 2001
‣ For Scotland's Children : Scottish Executive 2001
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‣ Better Behaviour - Better Learning: Report of the Discipline Task Group
Scottish Executive 2001
‣ A Guide for Education Authorities and Schools in Scotland
Commission for Racial Equality 2002
‣ Assessing our Children's Educational Needs: The Way Forward?
Scottish Executive 2002
‣ How Good is our School?: Self-evaluation using Quality Indicators
HM Inspectorate of Education (revised) 2002
‣ Count Us In : HM Inspectorate of Education 2002
‣ Code of Practice for Schools: Disability Discrimination Act 1995: Part 4
Disability Rights Commission 2002
‣ Developing Parent - Professional Partnerships in Additional Support Needs Provision
2003
‣ Update: Scottish Formats Resource
Scottish National Disability Information Service 2003
‣ Hidden Harm
Scottish Executive 2004
‣ A Curriculum for Excellence
Scottish Executive 2004
‣ Happy, safe and achieving their potential - a standard of support for children and young
people in Scottish schools
Scottish Executive 2005
‣ Supporting Children’s Learning
Scottish Executive 2005
‣ A Climate for Learning
Her Majesty’s Inspectorate of Education 2005
‣ Interagency Guidelines for Professional Staff: Working Together to Protect Children in
Angus 2005
Angus Child Protection Committee
‣ Missing Out: A report on children at risk of missing out on educational opportunities
Her Majesty’s Inspectorate of Education 2006
‣ Improving Scottish Education
Her Majesty’s Inspectorate of Education 2006
‣ How Good Is Our School? The Journey to Excellence
Her Majesty’s Inspectorate of Education 2006
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‣ Special Measures for Vulnerable Adult and Child Witnesses: A Guidance Pack
Scottish Executive 2006
8 MONITORING AND EVALUATION
8.1 The Support for Learners policy will be evaluated by considering performance data and
surveying appropriate stakeholders. This will include:
• informal consultation with pupils, parents and staff
• using questionnaires to establish the views of pupils, parents and staff
• tracking the progress of individual pupils
• monitoring of individualised educational programmes
• scrutiny of Departmental Standards and Quality Statements
• annual self-evaluation exercises using relevant Quality Indicators in HGIOS
• discussions of the policy at departmental meetings with the SMT link officer.
8.2 The results of the various evaluation strategies will be used to inform the triennial review of
the policy.
9 REVIEW
9.1 The policy will be reviewed comprehensively by December 2010 in an exercise which will
involve all staff, the School Board, pupils and parents. Information will be obtained by means
of informal consultation with pupils, parents and staff and through the use of questionnaires
based on appropriate Quality Indicators derived from “How Good is our School?”
9.2 Prior to this major review data obtained from the various internal monitoring systems may
lead to minor amendments being made to the policy.
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108

APPENDIX 6
Alternative Assessment Arrangements
Supplementary Advice
for
Schools in Angus
Angus Council Education Department – 2006
109

CONTENTS
Introduction
1.
2.
3.
4.
5.
6.
7.
8.
9.
The Purpose of Alternative Assessment Arrangements
Identifying the Need
Selecting an Appropriate Assessment to Meet the Need
Validating the Need and the Assessment Selected
Gathering Evidence to Support a Request for Alternative Arrangements
Implementing Alternative Assessment Arrangements
Authorising/Submitting the Request for Alternative Arrangements
School Management Duties re Alternative Assessment Arrangements
Appendices
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INTRODUCTION
The purpose of these guidelines is to help schools to use the alternative assessment arrangements
that the SQA can make available for candidates.
The ‘Standards in Scotland's Schools etc’ Act 2000 recognises the right of all pupils to achieve
their full potential.
This legislation is backed by The Children (Scotland) Act 1995, The UN Convention on the Rights
of the Child (1989) and the Salamanca Statement (1994).
More recently the extension of the Disability Discrimination Act to include Education Authorities
and schools increases the importance of ensuring that pupils have access to appropriate
alternative assessment arrangements. This is the responsibility of all teachers.
With the introduction of National Qualifications in the Higher Still diet, it is recognised that no pupil
should leave school without appropriate certification, or other recognition, of attainment which
reflects ability across a range of subjects.
The guidelines should not be regarded as a substitute for information supplied to schools
by the SQA and a school’s SQA Co-ordinator should ensure that all updates from the SQA
are forwarded timeously to appropriate staff.
The Scottish Qualifications Authority is to introduce new software designed to reduce the
administrative burdens on staff. The new resource is to be issued towards the end of
2006 with the aim of introducing the new administrative arrangement for the 2007 Diet of
National Qualifications.
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1. The Purpose of Alternative Assessment Arrangements.
Alternative assessment arrangements are adjustments/changes to the assessment
arrangements detailed in the published specifications for SQA qualifications. They are
intended for candidates who “should be potentially able to achieve the national standards
but (are) unable to do so using the published assessment arrangements. The aim,
wherever possible, is to change the delivery or method of assessment to make it accessible
without compromising the standards. Any adjustments to the published assessment
arrangements should not compensate for a candidate’s inability to meet set standards.
There should be no change to published assessment criteria which state the standards for
a Unit or Course.”
(SQA “ Guidance on Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs” September,
2004, Page 5)
1.1 The purpose of the alternative arrangements is to remove barriers to the demonstration
of actual performance. For example, a written test may prevent accurate assessment of
knowledge/understanding in cases where there is a marked discrepancy between the
candidate's known subject knowledge/understanding and his/her writing skills.
1.2 The terms 'revelation of actual performance' and 'discrepancy' are the keys to the purpose
of alternative assessment arrangements. An individual will be eligible for alternative
assessment arrangements if there is a clear discrepancy between a candidate's subject
knowledge/understanding and performance in timed examinations.
1.3 Schools should provide a combination of arrangements which allow a candidate to
demonstrate subject knowledge/understanding most effectively, with the least possible level
of aid. For example, a scribe should not be chosen when a candidate's keyboarding skills
are good enough to allow the use of a word processor. The greatest possible measure of
independence should be given to each candidate, consistent with accurate assessment of
performance in the element and subject.
1.4 Alternative arrangements should be made for both external and internal assessments. For
formal examinations, the alternative assessment arrangements employed should be
consistent with those the school has put in place to support a candidate within the
curriculum.
1.5 In order to work effectively with the SQA to meet the needs of candidates, it is important
that centres adopt the 4-step process defined by the SQA namely :
• Identifying the need
• Selecting an appropriate form of assessment
• Validating the need for the assessment and the assessment
• Authorising the request
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2. Identifying the Need
"Wherever possible, a candidate's likely difficulties in accessing the published assessment
arrangements should be identified before he or she embarks on the Unit or Course, and
specialist support staff will be informed and involved. In some cases, however, the
difficulties will become apparent only during the course of study. The need for a particular
adjustment could be identified by the candidate or by staff concerned with guidance
or by the subject teacher, lecturer or trainer."
(SQA “Guidance on Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs” September,
2004, Page9 ).
2.1 The purpose of alternative assessment arrangements is to demonstrate the candidate’s
attainment.
2.2 Responsibility for identification of individuals, for whom alternative arrangements may be
appropriate, lies with the school. Alternative arrangements for some candidates may be
requested by others e.g. teacher of pupils with visual/hearing impairment. Some
candidates may refer themselves. In each case the school should arrange appropriate
assessment of the candidates concerned to ascertain that they meet the criteria set out by
the SQA.
2.3 Many of these candidates are identified at the primary school stage and their needs are well
known to teachers and the Educational Psychology Service. However, some needs do not
become apparent as a barrier to performance in timed exams until the secondary stage.
2.4 Identifying a candidate’s need for alternative assessment arrangements will be based on
evidence that their attainment in the course of study is not accurately or reliably displayed,
under examination conditions, without such arrangements.
(Appendix 1 – Sources of Evidence)
2.5 No condition, label, diagnosis or category of difficulty automatically prescribes the
alternative assessment arrangements that may be necessary. It requires individual and
particular consideration. This is primarily a teaching matter and responsibility. It may be
examined with the help of support staff, and often with psychological and medical
colleagues.
2.6 The clearest evidence for identifying a candidate’s alternative assessment arrangements
will come from the experience of what has been necessary during the course of study in
order to access the candidate’s knowledge, skills and understanding.
2.7 Arrangements may vary for any candidate according to the demands of the different
subjects. One candidate may make use of a number of different arrangements in the same
diet of exams, according to need.
2.8 Alternative arrangements should be discussed by the candidate, parents, Support for
Learning staff and subject teachers so that the most appropriate arrangements may be
made for each assessment.
2.9 Careful scrutiny of records of pupils who enrol from outwith the Authority should be
undertaken and any appropriate assessments completed to ensure identification of the need
for alternative arrangements.
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2.10 The earliest possible identification of need is desirable so that the following tasks may be
undertaken :
(i) Determine early in the course the recording method(s) best able to compensate
for the nature of the candidate’s need.
(ii) Develop strategies for coping with the needs.
(iii) Arrange for regular use of the chosen methods in class work, in course work and
in internal assessments to enable the candidate to gain confidence.
(iv) Maintain contact with parents.
(v) Arrange for the candidate to practise in conditions matching those of the final
assessment.
(vi) Maintain continuous review of the appropriateness of the arrangements,
consulting with the EPS and/or other appropriate agencies.
2.11 Exceptionally, unexpected events – like accidents – may make alternative assessment
arrangements necessary only at examination time. In such cases the SQA may request
evidence that a particular circumstance merits alternative assessment arrangements. In
general, however, it is assumed that the identification of need has been an ongoing process
based on the consideration of teaching and learning processes, often informed by an
awareness of an underlying difficulty or presentation.
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3. Selecting an Appropriate Assessment to Meet the Need
“The aim of alternative assessment arrangements, wherever possible,. is to change the
delivery or method of assessment to make it accessible without compromising the
standards.”
(SQA “ Guidance on Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs” September
2004, Page 5)
“It is only when the candidate is placed at a substantial disadvantage that any adjustment to
the assessment arrangements should be considered.”
(SQA “Guidance on Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs” September
2004, Page 11)
”Any adjustment to the assessment arrangements should reflect, as far as possible, the
candidate’s normal way of learning and producing work” and should be tailored to the
individual needs of candidates, considered subject by subject with no assumption that the
same type or level of support will be required in every case.
(SQA “Guidance on Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs September
2004, Page 6)
3.1 Where a candidate is unable to demonstrate attainment by the usual means, alternative
assessment arrangements may be considered.
3.2 The SQA permits a variety of alternative assessment arrangements with the
school/presenting centre being responsible for identifying candidates for whom such
arrangements may be appropriate.
3.3 The range of alternative assessment arrangements which may be considered includes :-
Alternative interpretation of an outcome
Omission of an element in a Standard Grade course
Extra time
Linguistic support - including Reader* and/or Scribe (Appendix 2)
Assistance with diagrammatic material
Rest periods/supervised breaks
Using ICT in assessments
Use of augmentative aids
Using a calculator in non-calculator papers in Mathematics
Signing in assessments
Assistance in aural assessments
Live performance of taped materials
Adapted assessment materials for candidates with visual impairments including
enlarged print, Brailled paper, specified paper colour etc.
Assistance in practical assessments
Using a prompter
Transcription without correction/with correction
Referral of a script to the Principal Assessor
Bilingual dictionaries for candidates for whom English is an additional language
* Not applicable in 5-14 assessments of Reading where texts may not be read to the pupil
3.4 For detailed consideration of each of these arrangements please refer to "Guidance on
Assessment Arrangements for Candidates with Disabilities and/or Additional Support
Needs” September 2004, Pages 19 to 46.
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3.5 Each candidate’s needs must be considered in relation to the assessment being
undertaken. Although a candidate may require some extra time in assessments which
require written responses, his or her difficulties might not present a barrier to demonstrating
attainment in a practical assessment or in an assessment which requires short answers.
Thus, a variety or combination of alternative assessment arrangements should be
considered, appropriate to meeting the candidate’s particular needs.
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4. Validating the Need and the Assessment Selected
“This is a key stage in a centre’s internal quality assurance procedures. Verification is
important for two reasons :
• (the) centre needs to be assured that the decision to provide – or not to provide - a
particular adjustment to the assessment arrangements is in accordance with SQA
guidance and disability legislation.
• The SQA needs to ensure that centres have in place internal quality assurance
processes for making and requesting reasonable adjustments for candidates.
(SQA “Guidance on Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs” September
2004, Page 10)
4.1 In Angus, the SQA requirement for informed second opinion of the candidate’s difficulties
and assessment needs is met by consultation between the school and its educational
psychologist.
4.2 In many cases, and because of the nature of their work with schools, the educational
psychologist will already know the candidates and their needs directly, and will have been
consulted in relation to the candidates’ presentations at an earlier stage.
4.3 In the majority of cases, therefore, authenticating the need for alternative assessment
arrangements is straightforward and uncomplicated.
4.4 In cases where a candidate is not directly known to EPS, early scrutiny by the educational
psychologist of the evidence held by the school on the candidate’s difficulty and response
to assessment conditions will generally be sufficient to authenticate the alternative
assessment proposals.
4.5 For a small number of candidates, who have an accident or experience ill health at the time
of the examination diet, their assessment need may be authenticated by medical
certification or by the school doctor.
4.6 In authenticating the need for alternative assessment arrangements, the educational
psychologist will sign the Authority’s pro forma “SQA Examination Diet: Arrangements for
Pupils with Additional Support Needs”, which is forwarded to the Senior Education
Manager.
(Appendix 3 - worked example)
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5. Evidence to Support a Request for a Reasonable Adjustment
“Evidence of a candidate’s need for a particular adjustment to the published assessment
arrangements is needed if centres and SQA are to meet their quality assurance
responsibilities.”
(SQA “Guidance on Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs” September
2004 Page 11)
5.1 Evidence of the centre’s verification process, the personnel involved and the basis for
decisions taken should be available to the SQA whose Quality Assurance Managers will
visit and monitor a sample of centres each year to ensure that they have effective internal
systems and procedures for requesting reasonable adjustments.
5.2 It is recommended by the SQA that centres hold on file evidence of each candidate’s need
for alternative assessment arrangements including:
• Evidence of the candidate’s disability and/or additional support needs e.g.
reports, assessments, minutes of meetings/case conferences, details of current
teaching support and on-going assessment arrangements
• Evidence of the candidate’s need for a particular adjustment e.g. samples of
work produced with and without a reader/scribe, spelling assessments,
speed/accuracy/legibility assessments
• Evidence of the verification meeting e.g minutes or notes of the verification
meeting or a pro forma/checklist of evidence to support a request for a reasonable
adjustment (Appendix 4)
• Evidence of Confirmation from the Candidate e.g. a form signed by the
candidate (and parent/carer) to indicate that they have been involved in the
decision-making process and agree with the arrangements being requested on their
behalf (Appendix 5)
5.3 Fuller details of this process and examples of good practice for evidence requirements can
be found in :
a. SQA “Guidance on Assessment Arrangements for Candidates with Disabilities
and/or Additional Support Needs”, September, 2004, Pages 11 to15.
b. SQA “Additional Guidance on Evidence Needed to Support a Request for an
Assessment Arrangement”, September, 2004.
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6 Implementing Alternative Assessment Arrangements.
Formal guidance on alternative assessment arrangements and 5-14 National Testing for
pupils with additional support needs is given in the Framework for National Testing
published by the Scottish Examination Board in 1993.
(i)
5 – 14 Curriculum – National Testing
6.1 Pupils with additional support needs taking a National Test should be given the sort of
support they would normally receive in the classroom when undertaking individual work.
6.2 Additional or alternative support might include:-
Extra time
Linguistic support - including Reader* and/or Scribe
Assistance with diagrammatic material
Rest periods/supervised breaks
Using ICT in assessments
Use of augmentative aids
Using a calculator in Non-Calculator papers in Mathematics
Signing in assessments
Assistance in aural assessments
Live performance of taped materials
Adapted assessment materials for candidates with visual impairments
Assistance in practical assessments
Using a prompter
Transcription without correction/with correction
Bilingual dictionaries for candidates for whom English is an additional language
* In Reading tests, pupils may not have the passage read to them – these are tests of reading
comprehension, not listening. They may, however, have the questions read to them.
6.3 In Maths tests, pupils with specific learning difficulties and who have an Individualised
Educational Plan may make use of a calculator in any Unit at any level.
6.4 The pupil’s class teacher, in consultation with the Head Teacher or appropriate Principal
Teacher, should decide which type of support best meets the pupil’s needs.
6.5 It is not necessary to seek approval for alternative assessment arrangements for 5-14
National Tests. However, if required, clarification can be obtained from the 5-14
Assessment Unit. (Appendix 6 - Useful Contacts for Further Information)
6.6 “It is important to bear in mind that National Tests are not external examinations. They are,
essentially, assessment instruments designed to complement and confirm teachers’
continuous assessment of pupil progress in the key curricular areas of reading, writing and
mathematics in relation to defined national standards.” (SQA “Guidance on Special Assessment
Arrangements” December, 2001, Page 14)
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(ii)
Standard Grade and Higher Still
6.7 The purpose of alternative assessment arrangements must always be to demonstrate the
candidate’s attainment.
6.8 Identification of the candidate’s need for alternative assessment arrangements requires to
be based on evidence that their attainment in a course of study is not accurately or reliably
displayed, under examination conditions, without such arrangements.
6.9 Responsibility for the identification of pupils for whom alternative assessment arrangements
may be appropriate lies with the school.
6.10 According to the demands of the different subjects, schools should identify a combination of
arrangements for candidates, which allows demonstration of subject
knowledge/understanding most effectively, with the least possible level of aid.
6.11 The range of special assessment arrangements which may be considered includes:
Alternative interpretation of an outcome
Omission of an element in a Standard Grade course
Extra time
Linguistic support - including Reader and/or Scribe
Assistance with diagrammatic material
Rest periods/supervised breaks
Using ICT in assessments
Use of augmentative aids
Using a calculator in Non-Calculator papers in Mathematics
Signing in assessments
Assistance in aural assessments
Live performance of taped materials
Adapted assessment materials for candidates with visual impairments
Assistance in practical assessments
Using a prompter
Transcription without correction/with correction
Referral of a script to the Principal Assessor
Bilingual dictionaries for candidates for whom English is an additional language.
6.12 It is necessary to seek approval from the SQA for the employment of alternative
assessment arrangements in Standard Grade and Higher Still examinations. Further
clarification can be obtained:
• in SQA - “Guidance on Assessment Arrangements for Candidates with Disabilities
and/or Additional Support Needs” September 2004, pages 17 and 18
• in SQA - “Assessment Arrangements for Candidates with Disabilities and/or
Additional Support Needs (including English as an additional language) – How to
Submit Requests to the SQA for the 2006 Diet” August 2005
• directly from the SQA.
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7. Authorising/Submitting the Request for Alternative Arrangements
7.1 In the case of Standard Grade and Higher Still assessments, requests for alternative
assessment arrangements are made electronically via the secure area of the SQA’s
website.
7.2 The relevant spreadsheet should be downloaded and completed following the detailed
instructions contained in SQA - “Assessment Arrangements for Candidates with Disabilities
and/or Additional Support Needs (including English as an additional language) – How to
Submit Requests to the SQA for the 2006 Diet” August 2005, pages 2 to 7.
7.3 Requests for all candidates should appear on one spreadsheet.
7.4 Only subjects which are externally assessed should be included.
7.5 Any queries about completion of the spreadsheet should be directed to the SQA’s
Assessment Arrangements team.
7.6 When all relevant details have been entered, the completed spreadsheet should be sent as
an attachment via e-mail to the SQA.
SQA - “Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs
(including English as an additional language) – How to Submit Requests to the SQA for the 2006
Diet” August 2005, page 7.
7.7 By sending this e-mail, the centre is confirming that it has complied with the conditions
outlined in the guidance document - SQA - “Guidance on Assessment Arrangements for
Candidates with Disabilities and/or Additional Support Needs” September, 2004.
7.8 A copy of the spreadsheet should be sent to the Senior Education Manager and a further
copy retained by the centre for future reference.
7.9 Once the spreadsheet has been submitted to the SQA, any additional requests should be
sent as an attachment via e-mail. The additional details/requested arrangements should
then copied onto the original spreadsheet.
SQA - “Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs
(including English as an additional language) – How to Submit Requests to the SQA for the 2006
Diet” August 2005, page 8.
7.10 Any amendments to an existing request should be e-mailed to the SQA and the original
spreadsheet altered to reflect the amendments.
SQA - “Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs
(including English as an additional language) – How to Submit Requests to the SQA for the 2006
Diet” August 2005, page 8.
7.11 Requests for use of a bilingual dictionary should be made via completion of an EAL
spreadsheet downloaded from the secure section of the SQA’s website and submitted by e-
mail.
SQA - “Assessment Arrangements for Candidates with Disabilities and/or Additional Support Needs
(including English as an additional language) – How to Submit Requests to the SQA for the 2006
Diet” August 2005, page 9.
7.12 On receipt of a centre’s requests the SQA will check these and confirm by e-mail that
details of the arrangements for each candidate have been recorded.
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7.13 Requests for alternative assessment arrangements should be submitted according to the
SQA’s published deadlines which are indicated to centres each session.
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8 School Management Duties re Alternative Assessment Arrangements
8.1 The Head Teacher has overall responsibility for ensuring that alternative assessment
arrangements are implemented as agreed by the SQA and that all regulations and
procedures are thoroughly adhered to.
8.2 In secondary schools such responsibility may often be delegated to the school’s SQA Coordinator.
8.3 The SQA Co-ordinator, in consultation with PTs Curriculum and the PT Support for
Learning, is responsible for ensuring that alternative assessment arrangements for both
internal and external assessments are in place as directed by the SQA. Each school will
have its own preferred way of managing this.
8.4 The considerable practical implications of ensuring that alternative assessment
arrangements are managed both efficiently and effectively require careful consideration.
Such implications include:
the impact of Disability/Discrimination legislation, Inclusion policy and Higher Still
assessment structures which bring more pupils into the SQA’s assessment system
the impact on staff time of internal assessments which require use to be made of
alternative assessment arrangements.
the availability of appropriate and suitable accommodation
the need to employ sufficient invigilators
the provision of readers/scribes and the training and practice associated with their
use
the need for staff time to be set aside for transcription purposes
the need for class cover for staff involved as readers etc, including ensuring that
SFL support is not completely removed from timetabled classes
ensuring that equipment is in place and working properly
the arrangements to be made in allowing for the printing out of word-processed
scripts
the requirement to inform parents of the arrangements requested by the school and
agreed by the SQA.
ensuring that all special arrangements are entered in the SQA module on the
school’s administration system and ensuring that any adjustments to levels for
presentation made by subject departments are communicated to the PT Support for
Learning
liaising with the school’s chief invigilator about special arrangements.
It is strongly recommended that candidates are given opportunities to practise with a reader
and/or scribe under examination conditions. In the event that this type of support is provided
by a volunteer and not by a member of school staff, it is absolutely essential that the
volunteer is vetted.
8.5 PTs Curriculum, in consultation with the PT Support for Learning, are responsible for:
identifying appropriate alternative assessment arrangements for individual
candidates in their subject
ensuring that identified alternative assessment arrangements are implemented for
all internal assessments
ensuring that appropriate resources are available as required.
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8.6 The PT Support for Learning is responsible for:
the assessment of candidates’ difficulties and evaluating the impact of these on all
National Test and SQA assessments
liaising with SQA Co-ordinator
ensuring that all subject staff are aware of candidates’ alternative assessment
needs
liaising with EPS in relation to authenticating the requirement for alternative
assessment arrangements
making requests to the SQA for alternative assessment arrangements
liaising with both candidates and parents about alternative assessment
arrangements. (Appendix 6 – Communication with pupils, parents and teachers)
8.7 Chief Invigilators, acting as agents of the SQA, are responsible for the conduct of SQA
examinations in schools.
(Appendix 8 contains a sample checklist of procedures associated with applying for special
assessment arrangements).
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9 APPENDICES
1. Sources of Evidence
2. Guidelines for Reader and Scribe - source – SQA
3. Angus Education Authority pro forma – SQA Examination Diet: Arrangements for Pupils
with Disabilities and/or Additional Support Needs (worked example)
4. Checklist of Evidence to Support a Request for a Reasonable Adjustment
5. Communication with pupils, parents and teachers
6. Useful contacts for further advice/information
7. Sample timeframe – procedures throughout the school year associated with applying for
Alternative Assessment Arrangements
8. Bibliography/sources and references
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1 SOURCES OF EVIDENCE
In most cases the identification of the need for alternative assessment arrangements will be
made at the pupil's primary school stage and such arrangements will already be in place for
5-14 National Tests when required.
Primary Classwork - Evidence will be obtained from the pupil's classwork. Discrepancies will
show up in their oral/written/reading/practical performances indicating the need for alternative
assessment arrangements to provide accurate measurement of their actual performance.
Transition - At the transition from Primary to Secondary stage any such identified need
should be brought to the attention of Secondary Support for Learning and Pupil Care and
Support staff.
Secondary Subject - Sometimes a pupil's needs may not show up clearly until the Secondary
stage due to a greater diversity of subjects, some perhaps requiring new skills, and the
restrictions of time-limited assessments. A discrepancy between examination performance
and known actual performance may be noticed by a subject teacher.
Support for Learning - Support for Learning may be asked to confirm a subject teacher's
identification of a need and first evaluation will be based on evidence from classwork, jotters,
assessments etc.
Diagnostic Tests - Diagnostic tests may be used by SFL staff to confirm the evaluation
reached. Schools tend to have their own preferred standardised tests, but all provide similar
evidence.
Educational Psychologist - Evidence may also be obtained from assessments by the
Educational Psychologist if this is thought appropriate.
The most frequent evidence is that provided by a comparison between an oral test and a
reading/written test showing up a very noticeable discrepancy in performances.
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2 GUIDELINES FOR READER AND SCRIBE
Use of a Reader
A reader is a person who will, when requested, read all or part of the assessment material
and the candidate’s written responses.
Guidance for Centres
• The centre should, in consultation with the candidate, decide whether the use of a
reader is an appropriate arrangement for the candidate.
• The centre should submit a request for the use of a reader, and request extra time,
if required, for internal assessments where reading skills are being assessed and all
external assessments.
• It is the centre’s responsibility to make the necessary arrangements for the provision
of a reader. SQA is not responsible for the payment of any fees and/or expenses.
• The centre will need to provide separate, suitable accommodation when a reader is
used.
• Centres should take account of the need for additional invigilation when a reader is
used in an external examination when submitting details of invigilation
arrangements to SQA.
• The centre should select the reader on the basis of their ability to work effectively
with the candidate. The reader should be able to read accurately, intelligibly and at
a reasonable rate, and should have sufficient knowledge of the subject to read, for
example, technical terms effectively.
• The reader should not have a personal interest in the success of the candidate, or
be a relative or teacher who is involved in the candidate’s study of the subject.
There may be exceptions to this, but SQA should be consulted in these cases.
• The centre should ensure that both the candidate and the reader are well prepared
for working together, and that the candidate has had previous practice in working
with the reader.
• Candidates using a reader should have been used to this arrangement during their
course, and the centre should ensure that candidates are trained on how to work
effectively with a reader under the various constraints which might apply in an
external times examination.
• The centre should ensure that the candidate and reader are clear about the
limitations of the reader’s role in the assessment situation.
• For a candidate who is allowed a reader and scribe, the same person can act as
both.
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Guidance for readers and candidates
• The reader must only read as requested by the candidate. Candidates should
indicate to the reader those instructions, questions or parts of questions they wish to
have read. When a dictionary is allowed, the reader may consult this at the
candidate’s request and read out entries.
• The reader can only read the exact wording (instructions and questions) of the
paper. The reader should not give meanings of words, or rephrase, or interpret
anything.
• Candidates should have the option of reading some parts of the assessment
themselves and having others read to them.
• The candidate should study and interpret any diagrammatical, graphical or pictorial
reference material, only referring to the reader to read out any text associated with
such material.
• The reader can, when requested, read back the candidate’s answers.
• The reader should have been given the opportunity by the centre to practice with
the candidate so that the candidate and the reader are well prepared for working
together under the assessment conditions which will apply and both clearly
understand the limitations of the roles.
• Before starting or during a practice session, the reader should decide along with the
candidate which side to sit on so that they are both comfortable. The reader should
also ensure that the candidate is clear about the exact role of the reader. For
example, ‘I can only read what I am asked to read, I cannot explain anything to you,
but I can read things as many times as you like.’
• A separate invigilator is required when a reader is used. The invigilator is present to
ensure that guidance is followed and the assessment process is fair and valid. In
order to fulfil this role, the invigilator may need to be positioned alongside the
reader. This should be discussed before the start of the assessment. The reader
must refer any problems in communication during the assessment to the invigilator.
If in doubt over any matter, the reader should always ask the invigilator.
Use of a Scribe
A scribe is a person who writes down a candidate’s dictated responses to questions or
coursework.
Guidance for centres
• The centre should, in consultation with the candidate, decide whether the use of a
scribe is an appropriate arrangement for the candidate.
• The centre should submit a request for the use of a scribe, and request extra time, if
required, in the case of internal assessments where writing skills are being
assessed and in all external assessments.
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• It is the centre’s responsibility to make the necessary arrangements for the provision
of a scribe. The SQA is not responsible for the payment of any fees and/or
expenses to a scribe.
• The centre will need to provide separate, suitable accommodation when a scribe is
used.
• When a scribe is used in an external exam, centres should take account of the need
for additional invigilation when submitting details of invigilation requirements to SQA.
• The centre should select the scribe on the basis of their ability to work effectively
with the candidate. The scribe should be able to produce an accurate record of the
candidate’s responses, write legibly and at a reasonable rate, and have sufficient
knowledge of the subject to be able to record, for example, technical terms
effectively.
• The scribe should not have a personal interest in the success of the candidate or be
a relative or a teacher who is involved in the candidate’s study of the subject. There
may be exceptions to this, but SQA should be consulted in these cases.
• The centre should ensure that both the candidate and the scribe are well prepared
for working together and that the candidate has had previous practice in working
with the scribe.
• Candidates using a scribe should have been used to this arrangement during their
course, and the centre should ensure that candidates are trained on how to work
effectively with a scribe under the various constraints which might apply in an
external timed examination.
• The centre should ensure that the candidate and scribe are clear about the
limitations of the scribe’s role in the assessment situation.
• For a candidate who is allowed a scribe and reader, the same person can act as
both.
Guidance for the scribe and candidate
• Candidates should be asked to indicate those questions or parts of questions where
they wish to have their responses scribed.
• The scribe should record responses exactly as they are dictated by the candidate.
• Candidates should have the option of writing some responses and having others
scribed.
• The scribe should not give any advice regarding which questions to answer, which
order the questions should be answered in, etc.
• The scribe cannot add refinements to the candidate’s responses, but discretion may
be used regarding spelling and punctuation. (See note on Modern languages
below.)
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• Candidates may also supplement dictated responses with additional written or
graphic material which will be submitted to the SQA with the script.
• The candidate should produce any diagrammatical or graphical material him/herself.
If the candidate is unable to draw maps, graphs, diagrams etc., the scribe may be
allowed to assist but approval should have been obtained from the SQA for this.
• Before starting or during a practice session, the scribe should decide along with the
candidate which side to sit on so that they are both comfortable. The scribe should
also ensure that the candidate is clear about the exact role of the scribe. For
example, ‘I can only write what you dictate to me. I cannot explain anything to you,
but you can tell me to change anything I have written.
• A separate invigilator is required when a scribe is used. The invigilator is present to
ensure that guidance is followed and the assessment process is fair and valid. In
order to fulfil this role the invigilator may need to be positioned alongside the scribe.
This should be discussed before the start of the assessment. The scribe must refer
any problems in communication during the assessment to the invigilator. If in doubt
over any matter, the scribe should always ask the invigilator.
Modern Languages, Gaelic and Gaidhlig
In the assessment of writing in Modern Languages, Gaelic and Gaidhlig, where it is the
overall quality of the written language, particularly spelling accuracy, which is being
assessed, the scribe must follow explicit instructions from the candidate with regard to
spelling and/or the placement of accents. A scribe cannot assume that the candidate
knows how to spell a word/phrase in the foreign language.
If the candidate is unable to instruct the scribe in such a way because of, for example, a
severe specific learning difficulty, then the centre will have to consider a more appropriate
and reasonable adjustment for the candidate – one which does not compromise the
integrity of the assessment. If you need further advice on the use of a scribe please
contact SQA.
130

3 ANGUS EDUCATION PRO FORMA – VERIFICATION
Section A:
To be completed by the school
SCHOOL:
_________________________________________________
SQA Examination Diet: Arrangements for Pupils with Disabilities and/or Additional Support Needs
PUPIL’S NAME DATE OF BIRTH PROPOSED ARRANGEMENT
Jo Bloggs 25.02.87 Transcription (English F/G)
Without (History F/G)
Correction (C/D F/G)
Fred Watt 20.09.86 Reader/Scribe (English G/C)
& extra time (Geography G/C)
Andrew Smith 19.12.86 Reader Maths
Reader/Scribe (English F/G)
& extra time (RE F/G)
Head Teacher’s Signature *____________________________* Date___________
Section B:
To be completed by the Educational Psychology Service
I confirm that the proposed arrangements are appropriate to the identified needs of the individual
pupils
Psychologist’s Signature *_________________________________*
Date___________
COMPLETED FORMS SHOULD BE SENT TO:
MR JNOWAK
SENIOR EDUCATION MANAGER
ANGUS HOUSE
ORCHARDBANK BUSINESS PARK
FORFAR
131

4. Checklist of evidence to support a request for a reasonable
adjustment
Centre
Candidate
Year
Courses
Type of adjustment
Types of evidence
Evidence of verification meeting
Written confirmation from candidate of agreement to the arrangement and
intention to use it.
Evidence of candidate’s disability and/or additional support need(s) and how this
affects the learning and teaching situation.
Evidence of candidate’s need for a particular adjustment, eg scribe, extra time.
Verification
Personnel present
Signature of chairperson
Date of meeting
132

English Writing
1. Choose one question/title.
2. Plan your essay yourself making brief notes.
3. Start dictating your essay. Instructions to the scribe are:
I’m ready.
New paragraph.
New sentence.
Full stop.
Could you please …
4. Think about each sentence before you dictate.
5. Dictate each sentence slowly, in small phrases.
6. Check what you have dictated every paragraph by:
reading over the paragraph yourself.
or
asking the reader to do it for you (if you are allowed a
reader).
7. Dictate any changes/additions.
8. When the essay is finished, read it over to make sure
you are satisfied.
133
Montrose
Academy
Using a Reader
and/or
Scribe

Working With A Scribe
• A scribe writes down exactly any response you dictate.
• A scribe must not read for you.
• You may ask the scribe to read back any of your
answers/responses.
• You may ask the scribe to make any
changes/adjustments to your response.
• A scribe must not explain any part of the exam to you.
• A scribe must not tell you the meaning of a word.
• A scribe must not give advice.
• A scribe may draw maps, graphs, diagrams … if this has
been agreed by the SQA
134
Working With A Reader
• A reader may read all the exam scripts to you.
• You may ask the reader to re-read any part of the exam
paper as often as required. Refer to the question
number/paragraph number/line.
• The reader may also read back any responses you have
made.
• A reader must not explain any part of the exam to you.
• You must not ask the reader the meaning of a word.
• Where a dictionary is allowed, the reader may look up
words and read out entries.
• For a candidate who is allowed a scribe and reader, the
same person can act as both

Transcription without correction
A candidate with very poor handwriting skills and who is not
proficient in word processing could have his/her script
transcribed after an external examination.
Transcription with correction
This permits the transcriber to correct errors of spelling and
punctuation only.
Linguistic Support
A Scribe writes down exactly the candidate’s responses. A
scribe may draw maps, graphs, diagrams… if this has been
agreed by the SQA.
A Reader reads the exam script.
Where a candidate requires a reader and scribe, the same
person may do both.
Referral of a script to the Principal Assessor
The purpose of referral is to ensure that a marker does not
unduly penalise a candidate’s script. The Principal
Assessor will be informed of the candidate’s difficulty and
will scan the script to ascertain whether a re-assessment is
necessary. If there is evidence that the marker has
imposed a penalty, other than that which might be imposed
upon other candidates, then the script will be re-marked.
135
Montrose Academy
Notes on Alternative
Assessment Arrangements
What are Alternative Assessment Arrangements?
Alternative Assessment Arrangements are alternatives to
the assessment arrangements detailed in the published
specifications for SQA’s qualifications.
All candidates must be assessed against the published
assessment criteria which state the standards for a Unit or
Course. Concessions cannot be made for a candidate’s
inability to meet the standard

Who is eligible for Alternative Assessment
Arrangements?
Alternative arrangements are intended for candidates who
can achieve the national standards but cannot do so by the
published assessment procedures. The reason for this
might be a physical disability, a sensory impairment, a
specific learning difficulty or a temporary problem at the
time of the assessment.
Who identifies pupils who might require Alternative
Arrangements?
The school identifies pupils requiring alternative
arrangements. Other professionals such as the
Educational Psychologist, Medical Services, Parents and
the individual may request the school to arrange
appropriate assessment of the candidate’s difficulties.
Who makes the final decision?
Requests are made by the school. The Scottish
Qualifications Authority decides.
If you wish to discuss this contact:-
Principal Teacher Support for Learning
Montrose Academy Tel: 01674 672626
136
What form do Alternative Assessment Arrangements
take?
Examples of alternative arrangements include:
♦ Alternative interpretation of an Outcome
♦ Omission of an Element in a Standard Grade Course
♦ Extra time
♦ Linguistic support
♦ Transcription without correction
♦ Referral of script to Principal Assessor
♦ Bilingual dictionary for candidates for whom English is
an additional language.
A combination of arrangements may be required. Only
the least possible level of aid, which will allow a candidate
to show their subject knowledge/understanding most
effectively, is allowed.

5 SAMPLE LETTER TO PARENTS RE ALTERNATIVE ASSESSMENT ARRANGEMENTS
Dear Mr & Mrs Smith
John Smith dob 12.02.1987
John is eligible for alternative assessment arrangements because of the difficulties he has with
reading and written communication. He is aware of this and has had opportunities to try out and
practise various arrangements.
The school has made a formal request to the SQA for the following arrangements which, if
approved, may be used for all school assessments and formal SQA examinations in May.
SUBJECT LEVEL ALTERNATIVE ARRANGEMENT
English Higher Reader and Scribe
Mathematics Intermediate 2 Reader
French Intermediate 2 Reader and Scribe
Geography Higher Reader and Scribe
Biology Intermediate 1 Reader and Scribe
I should be grateful if you would sign and return this form indicating that you agree with the
proposed arrangements.
Please do not hesitate to contact me should you wish any further information.
Yours sincerely
Anne Brown
Principal
Signature of Parent/Carer …………………………………… Date ………………
Signature of Candidate ………………………………………
Date ………………
137

6 USEFUL CONTACTS FOR FURTHER ADVICE/INFORMATION
Scottish Qualifications Authority
5 – 14 Assessment Unit/Special Assessment Arrangements Section
Ironmills Road
Dalkeith
Midlothian
EH22 1LE Telephone : 0845 279 1000
Mr Paul Meighan
Principal Officer, Additional Support Needs
Angus Council
Education Department
County Buildings
Forfar
DD8 3WE Telephone: 01307 473213
Angus Council Educational Psychology Service
Bruce House
Arbroath
DD11 3TE Telephone : 01241 – 435031
138

7 SAMPLE CHECKLIST – PROCEDURES ASSOCIATED WITH APPLYING FOR
ALTERNATIVE ASSESSMENT ARRANGEMENTS
Timeframe for Alternative Assessment Arrangements S3,4,5,6
March - early
S3
• Individual pupils are contacted by PT.SFL to discuss options in relating to alternative exam
arrangements for S3 examinations.
• PTs are issued with form requesting general comments from staff on possible S3 Candidates.
S4, 5 & 6
• PTs/SMT/PCS staff contacted with finalised list of alternative assessment arrangements
agreed to by SQA for pupils in S4,5 & 6.
• Letter sent to parents of S4, 5 & 6 pupils notifying them of the agreed arrangements.
March - mid
S3
• PTs are issued with request for information form for specific S3 pupils who are likely to receive
alternative arrangements, together with information sheet which explains the various options
available to pupils.
April
S3
• Letter to parents of S3 pupils is issued explaining the proposed alternative arrangements and
asking for their agreement. Most parents have been in contact with SFL staff on previous
parents nights and are already aware of what arrangements could be on offer.
• Memo to SQA Co-ordinator in school referring to the particular pupils requiring alternative
assessment arrangements in S3. Discussion on the resource implications takes place.
• Memo to PTs/SMT regarding the names of S3 pupils being put forward, together with details of
the proposed alternative assessment arrangements.
• PTs/SMT notified of SFL timetable changes during exam period.
139

S4, 5 & 6
• Practice sessions for S3, 4, 5 & 6 pupils with the reader/scribe are arranged once SFL staff are
notified of their duties.
May
S3
• After exams are sat, pupils are interviewed to see how they felt about the results and/or the use
of/need for any support in future.
• Individual subject staff are asked for comments on individual pupil’s performance in the exams.
S4, 5 & 6
• Subject PTs/SMT notified of changes in SFL timetable resulting from exam duties.
September
S4, 5 & 6
• Pupils contacted to discuss performance in last diet of exams and to review their preference for
next diet.
• Ed Psychologist consulted about proposed arrangements.
• SQA Co-ordinator in school consulted about proposed arrangements and discussion about
resource implications.
• Subject PTs/PCS staff/SMT notified of proposed arrangements and comments sought.
October
S4, 5 & 6
• Verification meeting held with Educational Psychologist for Quality Assurance purposes.
• SQA spreadsheet prepared for submission to SQA.
• Pupils notified of the application for alternative assessment arrangements and letter sent to
parents.
• Subject PTs issued with complete list of S4-6 pupils who have been put forward for alternative
assessment arrangements together with the type of arrangements applied for.
• SQA Co-ordinator in school notified of SFL staff timetabled for exam duties.
• SFL staff arranged to cover examination duties. Pupils contacted by relevant SFL staff who
arrange practice sessions once they have been notified of their exam duties.
140

• Subject PTs/SMT notified of changes in SFL timetables during prelim times.
November/December
S4
• Pupils contacted to discuss results/issues arising during prelim exams.
• PTs involved in the reviewing process. Subject staff views sought.
January/February
S5 & 6
• SFL staff involved in S5/6 examinations duties. Subject PTs notified about changes in
timetables.
• After the prelims, pupils contacted to discuss results/issues arising.
• PT SFL available to see any parents on S4/5/6 contact evenings.
141

8 BIBLIOGRAPHY
Guidance on Assessment Arrangements for Candidates with Disabilities and/or
Additional Support Needs
SQA September 2004
Additional Guidance on Evidence to Support a Request for an Assessment
Arrangement
SQA September 2005
Assessment Arrangements for Candidates with Disabilities and/or Additional Support
Needs (including English as an additional language) – How to Submit Requests to SQA
for the 2006 Diet
SQA August 2005
Guidance on Special Assessment Arrangements
SQA December 2001
A Framework for National Testing
SEB 5-14 Assessment Unit, January 1993
Assessment 5-14: A Teacher’s Guide to National Testing in Secondary Schools
5-14 Assessment Unit, August 1993
Code of Practice for Schools: Disability Discrimination Act 1995
Part 4
Disability Rights Commission 2002
Assessing our Children’s Needs: The Way Forward
Scottish Executive 2002
Guidelines on Special Assessment Arrangements (Draft)
Edinburgh City Council 2003
(With grateful thanks to Moira Thomson, PT Support for Learning, Broughton High
School, Edinburgh)
142

APPENDIX 7
Angus Community Health Partnership
Speech and Language Therapy Service
Model for service delivery to who have a CSP/IEP
Introduction.
Speech and Language Therapy (SLT) provision in Angus has traditionally been provided within
educational settings at all stages ie pre-school, primary and secondary. For children with complex
special needs and related communication difficulties, there are established models of good
practice based upon robust collaborative working between speech and language therapists and
education staff as well as other Allied Health Professional (AHP) colleagues.
The collaborative model is based on the belief that the child’s communication needs must be
viewed in the context of the school environment for assessment and any subsequent therapy
programmes to be effective. The success of any intervention depends upon the support that is
provided in school when the therapist is not present. Local examples of the effectiveness of this
way of working have been published by Manz (2001; 2005). A recent paper describing SLT input to
secondary schools in Angus highlighted a new model of working where effective collaboration
between SLTs and Education staff in Support for Learning Departments was central to its
successful implementation (Anderson and Manz, 2005). There are many other examples in Angus
of effective interagency working, particularly in special pre-school classes and with peripatetic
education staff.
Implications of the Code of Practice.
The Code of Practice (Scottish Executive, 2005) highlights the importance of interagency working
in establishing and minimising the impact of children’s additional support needs on their capacity to
learn. External agencies, including speech and language therapy, have a duty to help education
authorities meet their obligation to provide appropriate support for children with additional support
needs. Tayside-wide guidelines for AHPs have been produced outlining the role of the SLT in this
process. The guidelines include detailed description of the levels of input that AHPs may provide
for children with ASN, with a strong focus on collaborative working with school staff. Parents and
carers should acknowledge that AHP interventions will not be effective if they are carried out in
isolation from the child’s daily experiences.
The Malcomess Care Aims approach used by the Angus SLT service informs the clinical decisionmaking
of SLTs for all types of language and communication difficulties. Therapy is delivered in
timed blocks or episodes of care for specified therapy goals. This allows therapists to monitor the
effectiveness of therapy interventions. This way of working fits well with the planning for IEPs that
currently takes place in schools. SLTs already contribute to IEPs for many of the children on their
caseload.
143

The Role of the SLT in Schools.
Against this background it is important to clarify the role of the SLT in delivering therapy for pupils
with CSPs/IEPs.
The Code of Practice states that for a CSP to be considered necessary the input delivered by
outside agencies must be substantial, direct and continuing. Substantial input can be interpreted
as reflecting the models of interagency working that are already taking place for many pupils in
Angus. The examples of interagency working are predicated on the assumption that programmes
to improve communication and language skills are an integral part of school life and should,
therefore, be supported by school staff as part of a child’s everyday experience.
Model of Service Delivery.
The introduction of the Code has prompted the Speech and Language Therapy service to review
provision for all children with ASN in schools throughout Angus. The proposed organisation should
ensure that the high level of collaboration across resourced schools continues whilst improving the
level of collaboration in schools which do not currently benefit from such arrangements.
SLTs will provide direct therapy in blocks or episodes of care that may take place in educational
settings or clinics; in a very few cases therapists may see children at home. The location of
therapy input will most commonly be determined by the needs of the child and the family.
Therapists will contribute to target-setting for the IEP via Care Aims and may leave programmes of
work to be carried out by education partners to ensure that continuity for the child is maintained.
Therapists will not need to be in all schools throughout the whole school year. However schools
that have a high number of children with ASN are likely to require a more regular service;
therapists will continue to work in episodes of care, providing therapy to different children each
term. Schools that have smaller numbers of pupils with ASN may only require therapy input on a
termly basis.
Working in this way will meet the expectations, described in the Code of Practice, for all agencies
to work together to minimise the impact of the child’s additional support needs on learning.
However for this to work effectively, several issues need to be considered.
• SLTs currently record therapy targets using the Care Aims template (Appended). SLTs will
submit targets for IEPs in this format to avoid unnecessary duplication of work and will
ensure that information is available in an appropriate format to enable SLT targets to be
embedded in IEPs. This is particularly important for those occasions when the therapist is
unable to attend meetings.
• In view of the large number of schools served by therapists, it may be necessary to have
some planning/IEP meetings during pupil contact hours. SLTs may not be able to make
additional visits to a school beyond their established time allocation to that school.
144

• SLTs are likely to be asked to attend several IEP or planning meetings simultaneously in
different schools. To ensure that staff can attend it would be useful to have information,
across the authority, about the proposed timing of meetings in schools eg first/last week of
term.
• Training needs for specific conditions will require to be identified by individual schools to
ensure that appropriate information and support can be provided by the SLT service.
145

ANGUS CHP: SPEECH AND LANGUAGE THERAPY SERVICE
CARE AIMS RECORD SHEET
Episode No:
PATIENT NAME:
CHI:
SCHOOL:
CARE AIM: (why I am intervening)
BASELINE MEASURE (what I know at the moment)
EPISODE GOAL (what is going to change in this time frame)
SUCCESS CRITERIA (how will I know I have achieved this change)
Goals for episode of care have been discussed with patient/carer YES NO
EPISODE LENGTH: Predicted time: sessions ( ) Start Date _____________
Actual time: sessions ( ) Start Date ______________
OUTCOME: Episode completed YES NO
Goal achieved Goal not achieved Goal partially achieved
If not achieved, why not? ____________________________________________________________
NEXT STEP: New episode Dormant Discharge
146

APPENDIX 8
Supporting Learners in Angus
A Guide for Parents
Produced in consultation with parents
(Throughout this leaflet the term parents is used to include guardian/carer with parental
responsibilities)
If you need any help with reading this leaflet or wish a copy in an alternative
format please ring Angus Accessline on 08452 777 778
147

148

Contents
1. Introduction
2. What are Additional Support Needs?
3. Assessing Additional Support Needs
4. Meeting Additional Support Needs
5. Individualised Educational Programmes and Co-ordinated Support Plans
6. Frequently Asked Questions About Assessment
7. Choosing Where Your Child will be Educated
8. Moving on
9. Supporting Children and Families
10. Finding Solutions and Resolving Differences
11. Useful Contacts and Further Sources of Information
12. Glossary
NB: in this guide the following terms apply:
• Parent – includes guardian/carer with parental responsibilities
• Child (pre-school) – 3 to 5 years
• Child (school age) - 5 to 16 years
• Young person – over 16 but not yet 18 years
149

1. Introduction
In November, 2005 the Education (Additional Support for Learning) (Scotland) Act 2004 came into
force with the aim of creating a stronger, better system for supporting children’s learning. The Act
gives new rights to parents and ensures that the views of children are sought and taken into
account when their needs are being considered.
The Act introduces a single system for meeting the needs of children who require additional
support to ensure that they can make the most of their education. It requires schools and other
agencies to work in partnership to make a real difference to the lives of children with additional
support needs.
Any child who needs more or different support to what is normally provided is said to have
Additional Support Needs (ASN).
A Code of Practice, called Supporting Children’s Learning, sets out detailed guidance on how the
Act should be implemented.
The Angus Support for Learners Policy was revised (October 2006) to provide guidance on how
the Code of Practice will be implemented locally.
This Parent’s Guide provides links to the Angus policy which is available online at:
www.angus.gov.uk/sflpolicy
The Code of Practice is available online at:
http://www.scotland.gov.uk/Resource/Doc/57346/0016754.pdf
The Education (Additional Support for Learning) (Scotland) Act 2004 is available online at:
http://www.scotland-legislation.hmso.gov.uk/legislation/scotland/acts2004/2004004.htm
Angus Council is committed to providing a high quality education for all pupils by
• providing a setting in which they feel valued and safe
• ensuring they are given the opportunity to realise their full potential; and
• supporting them, including pupils with Additional Support Needs, in as local a setting as
possible.
SFL Policy section 1
150

2. What Are Additional Support Needs?
All learners need support to help them learn. Through good quality teaching and a suitable
curriculum, most are able to make progress without the need for any additional support.
However, some children and young people will require support which is different from what is
normally provided in the classroom. In other words, they need additional support.
The following are some examples of situations which may mean that a child needs some additional
support in school. These examples are only a guide because every child is different and it is not
possible to list all of the reasons why additional support might be needed. Circumstances which
disrupt one pupil’s learning may have little or no effect on the learning of another. One child’s
additional support needs could last for just a few weeks while another’s may last for years.
Factors which might mean additional support is needed could include:-
• Learning environment – what is being taught, or the way in which it is being taught, may
not be suitable for an individual child
• Family circumstances – family breakdown, homelessness, or becoming looked after may
have an effect on a child‘s ability to learn
• Disability or health needs – sight or hearing difficulties, mental or physical health
problems, learning or attention difficulties can all affect how well a child learns
• Social and emotional factors – bereavement, bullying, behavioural difficulties or
experiencing racial discrimination could mean that a child needs additional support.
Circumstances like these can and do also affect children under five. In some cases, additional
support is provided by the Education Department to children under three who have a disability.
There are no special schools in Angus. Children with additional support needs are educated in
their local school wherever possible but some Angus schools are able to offer more specialised
support for pupils – particularly pupils who have physical disabilities and/or sensory impairments.
In Angus these schools are called Resourced Schools.
SFL Policy sections 4.2 & 4.14
151

3. Assessing Additional Support Needs
Assessment helps to identify whether a child or young person has additional support needs and
also helps to determine what kind of support is needed.
While “assessment” sounds very formal, pupils’ needs are constantly being assessed through their
daily contact with pre-school staff, class and subject teachers. In most cases the needs identified
are met in the classroom, with the support of parents at home.
If assessment reveals a need for additional support, this may be provided by the school’s
Additional Support Needs (ASN) staff or by other services within the Education Department such
as the Educational Psychology Service or the School and Family Support Service.
Where a child’s needs are complex, specialists may carry out more formal assessments. Other
agencies may also be involved, for example the Health Service, the Social Work Department or
organisations in the Voluntary Sector.
Parents have the right to ask Angus Council to arrange an assessment to find out if their child has
additional support needs. Young people (pupils over the age of 16) can also request an
assessment in their own right.
The Education Service is under a duty to respond to such requests and must comply unless the
request is considered unreasonable.
SFL Policy sections 4.5, 4.6 & 4.10
4. Meeting Additional Support Needs
The Angus Support for Learners Policy describes in detail how additional support needs are
identified and addressed. Five key stages set out, in sequence, what is to be done and by whom
to meet a pupil’s needs. Assessment and support is always put in place in a way which is
designed to cause the least disruption to the pupil’s learning experiences and development.
152

The five Key Stages are:-
Stage 1
Stage 2
All pupils have their educational needs identified and met in the classroom by their
teacher. Pupils and parents are involved in this process all the time and it is the
everyday business of the school. The overwhelming majority of children will not
move beyond this stage.
Some pupils need additional support. This will usually be provided by the school’s
ASN staff. Other pupils may need support from people like the School’s Educational
Psychologist, the school doctor or nurse, or a Social Worker. An Individualised
Educational Programme (IEP) may be used to set learning targets. Progress on the
IEP is reviewed regularly – at least once every term.
(More information on IEPs is contained in Section 5 of this guide).
Stage 3
If the support provided by Stage 2 intervention is not sufficient, partners, including
parents and pupil, will be invited to a Stage 3 Case Conference. This meeting will
review the support already offered and following discussion will plan how further
additional support can be provided. There will be regular follow-up meetings to
review progress. If the support is successful and meets the needs of the child there
may be no need for further meetings. Ongoing needs will be met by Stage 2
support.
Partners invited to these meetings will be drawn from a range of agencies which
may be able to offer support, such as Community Child Health or the Social Work
Department. Meetings will normally be held in the school and chaired by a senior
member of the school staff.
If your child has a complex need (that is, one likely to have a significant effect on
their school education), or several different needs (multiple needs), expected to last
for more than a year and likely to need significant additional support from the
education authority and at least one other partner agency, a Co-ordinated Support
Plan (CSP) may be considered at this meeting.
(More information on CSPs is contained in Section 5 of this document).
Stage 4
If the support put in place at Stage 3 does not fully meet a pupil’s needs, they may
be referred to a Stage 4 Conference. At this stage, senior managers from the
Education Department meet with colleagues from the Social Work & Health
Department and perhaps from NHS Tayside. They review the decisions of the
Stage 3 Case Conference(s) and consider other Angus-based support such as an
alternative package of care and/or education. Further assessments can also be
requested at this stage.
Requests for Co-ordinated Support Plans made by any of the Stage 3 partners are
considered at this stage.
All decisions made at Stage 4 are regularly reviewed.
153

Stage 5 In exceptional cases, an individual pupil may need support from specialist
resources, including a school or care placement outwith Angus. Senior managers
from the Education and Social Work & Health Departments and from NHS Tayside
meet at this stage and decide on the suitability of such provision.
Pupils at Stage 5 will already have a CSP prepared.
SFL Policy sections 4.3, 4.4, 4.5, 4.6 & 4.10
5. Individualised Educational Programmes & Co-ordinated Support
Plans
As described earlier, some pupils need a level of support which is greater than, or different from,
that which is normally provided in the classroom. This is what is meant by saying that a pupil has
additional support needs. More detailed planning of their educational programme may be helpful.
Opening an Individualised Educational Programme (IEP) is one way to put into place a detailed
planning and review process.
An IEP is an educational planning document which describes in detail the nature of a pupil’s
additional support needs and identifies the type of support which is required. The IEP sets out
both long and short-term targets to meet the pupil’s needs. Parents have an important part to play
in setting the IEP targets and monitoring progress.
A very small number of pupils (probably less than one per cent of the school population) require a
Co-ordinated Support Plan (CSP) to organise their support.
A pupil requires a CSP to manage the provision of additional support if:
• they have a need which is complex (likely to have a significant adverse effect on his or her
school education); or
• they have many different needs (multiple)
and their need(s):
• is/are likely to last for more than a year
• require significant additional support from the education authority
• also require significant additional support from at least one other partner agency.
This level of support need is sometimes referred to as “having enduring, complex or multiple
barriers to learning which require a range of additional support from different services”. Another
measure often used when professionals discuss opening a CSP is whether the support provided
by partner agencies is “direct, continuing and substantial.”
A parent or young person has the right to ask the education authority to establish if a Co-ordinated
Support Plan is required. Requests should be made in writing, or electronically, to the Director of
Education, Angus Council Education Department, Forfar.
154

A CSP plans long-term and strategically. It contains a description of a pupil’s additional support
needs and details of how these needs affect their ability to learn. It describes the type of support
that is required and states who will provide this, for example Speech and Language Therapist,
other Health Service practitioner or Social Worker. The views of everyone involved, and this
includes the pupil and their parents, are written down in the CSP, together with the name of the
person appointed by the Education Service to be responsible for co-ordinating the plan (the Coordinator).
It should take no more than 16 weeks to prepare a CSP, unless there are exceptional delays in
arranging for specific types of assessment to be carried out. School holiday periods may also have
an effect on how long it takes to complete the process.
The CSP will be reviewed every 12 months. However, an early review may be prompted by a
significant change to a child’s circumstances.
If there is disagreement about any aspect of a CSP, mediation can be arranged, or a reference to
the Additional Support Needs Tribunal can be made by the parent or young person. (See also
Section 10).
More information about CSPs is available on the Enquire website mentioned above
(http://www.enquire.org.uk/enquire/publications.html).
SFL Policy sections 4.1, 4.17 & 4.18
6. Frequently asked questions about assessment
Who can request an assessment?
• the Education Department
• a parent
• a young person over the age of 16.
How should a request for assessment be made?
• any request for an assessment should be made in writing, or electronically to
the Director of Education
• the request must say what type of assessment is required and why.
Parents can make arrangements for a private assessment to be carried out and the Education
Department will take the report of this assessment into account when considering a pupil’s needs.
If you would like more information about how to request an assessment please contact:
Frances Watt, Administrative Assistant – Additional Support Needs, Education Department,
Forfar. WattF@angus.gov.uk
Tel: 08452 777 778
155

What will happen next?
• once a request for assessment has been received, the Education Department
will reply to you within 4 weeks
• if your request is agreed, arrangements will be made for assessment(s) to be
carried out
• if the Education Department considers your request is unreasonable it will be
refused, but the reasons for the refusal will be given to you in writing.
How can an appeal be made if a request for assessment is refused?
• there is a free mediation service available
• there is also access to a dispute resolution process.
More information about the dispute resolution process can also be found at
www.asntscotland.gov.uk
SFL Policy sections 4.5, 4.6, 4.19 & 4.20
7. Choosing Where Your Child will be Educated
Pupils usually attend their local school but for those who need more specialist support there is the
possibility of attending a different Angus school (usually a Resourced school, see Section 2),
where different provision, such as extra or specialist teaching support or a smaller group setting,
can be made available.
About six months before a child with known additional support needs reaches school age, the
Education Service usually proposes to parents a school placement which will be best suited to
meeting the child’s anticipated educational needs. If the child’s local primary school is able to offer
appropriate provision, a place in that school will be offered as a first choice. If, however, it is
unlikely that all their educational needs can be met there, the Education Department will propose
an alternative placement. Staff will take your own views into account and provide you with
information about how to make a request for a school of your own choosing.
Similar arrangements apply when pupils with additional support needs transfer from primary to
secondary school. A review process is begun, during Primary 6, in which parents and professional
colleagues involved with the pupils will be invited to take part, as will the pupils themselves
whenever this is appropriate. During this year the Education Department will propose a secondary
school placement to parents. Because all Angus secondary schools can now offer more support
within a safe environment than was possible even a few years ago, for the overwhelming majority
of Angus pupils the first placement proposal will be their local mainstream secondary school.
However, if a review suggests this would not be suitable, or if parents wish to request a different
school, that initial proposal will be considered again.
A very small number of children need specialised support which is only available at a school
outside Angus. In some cases the Education Department works with parents and professional
colleagues about arrangements for pupils to access this type of support
(See also references to the Five Stage Process in Section 4)
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Placing Requests
Where parents wish a child to attend a different school from that proposed by the Education
Department, they must make a Placing Request.
Placing Request forms are available from any school or any Council Access office in Angus.
The Education Department may refuse a Placing Request under certain circumstances but parents
are informed in writing the reason(s) for refusal and about their right of appeal.
More details about Placing Requests can be found in the Scottish Executive leaflet Choosing a
School - a Guide for Parents which can be requested from the Education Department or through
the Angus ACCESSLine 08452 777 778, and which is also available on-line at
www.scotland.gov.uk
SFL Policy sections 4.6, 4.9 & 4.14
8. Moving On
All children and young people go through a number of important changes (transitions) during the
course of their education – starting pre-school, beginning primary school, moving on to secondary
school and leaving school for the adult world.
Some pupils also experience a change of school if their family moves to a new area.
The Education Department will try to make sure that these changes are managed as smoothly as
possible. This is the case for all pupils, but of course particularly when the pupil involved has
additional support needs.
Before each transition the Education Department gathers information about the pupil’s support
needs and makes sure that this is taken into account in planning the next step. In the case of
pupils leaving school at sixteen or over, this information can be shared with agencies or services
who will support the pupil during transition or post-school. However, information will only be
shared with the agreement of parents or, where appropriate, the pupil.
As described above (Section 7), the process of transferring information will begin at least six
months before a child moves from pre-school to primary school, and at least twelve months before
the move to secondary or to post-school.
Parents and pupils are consulted and involved at each stage of transition planning.
SFL Policy section 4.9
157

9. Supporting Children and Families
The Education Department recognises the importance of working in partnership with parents and
actively encourages them to support their children’s learning.
Children and young people are encouraged and enabled to express their views and opinions and
to take part in discussions and decision-making whenever it is appropriate.
Parents can make decisions on behalf of their child until they are 16 years old and can speak or
act for their child in situations where it would be difficult or impossible for the child to express their
views.
Parents and young people have the right to have a supporter or advocate present in any meetings
where their additional support needs are being discussed.
A supporter can be anyone the parent or young person nominates (some exceptions are detailed
in the Support for Learners Policy) who can assist the parent or young person before and during
meetings by, for example, helping them to express their views, asking questions for them, or
offering them advice.
An advocate is also someone who can support a parent or young person by speaking on their
behalf and representing them at meetings. More explanation about the roles of supporter and
advocate can be found in the Enquire Parents’ Guide to Additional Support for Learning, (see
reference below).
SFL Policy section 4.19
10. Finding Solutions and Resolving Differences
The Education Department’s policy is to work in partnership with parents, pupils and young people,
and it aims to make it possible for disagreements or differences of opinion to be resolved amicably
at an early stage.
When concerns arise, the first point of contact should always be with the Head Teacher of the
school.
Sometimes, however, help may be needed to resolve disagreements and in such situations a free
Mediation Service is available to Angus parents and young people. The mediation process
involves an independent, trained mediator who will help resolve differences and find a solution
acceptable to both parties. In Angus this service is provided by Parent to Parent, an independent,
voluntary organisation which is based in Dundee. A supporter or advocate can again attend
mediation meetings in order to support parents and pupils.
If agreement still cannot be reached, or if the parent or young person feels mediation would be
inappropriate, disagreement about issues related to Additional Support Needs can be referred
directly to either the Dispute Resolution Service or the Additional Support Needs Tribunal, although
the Additional Support Needs Tribunal deals only with matters related to Co-ordinated Support
Plans.
For advice on how to access Mediation Services, Dispute Resolution or the Additional Support
Needs Tribunal please contact Frances Watt.
SFL Policy sections 4.20
158

11. Contacts and Further Information:
Contacts
• The Director of Education
Angus Council
Education Department
Forfar Telephone 08452 777 778
• Frances Watt
Angus Council
Education Department
Forfar Telephone 08452 777 778
• Enquire Helpline - for advice and information about the Act
Telephone 0845 123 2303
Textphone 0131 22 22 439
e-mail: info@enquire.org.uk
Further Information
• The Parent’s Guide to Additional Support for Learning
Published by ENQUIRE – The Scottish Advice Centre for Additional Support for Learning
available online at:
http://www.enquire.org.uk/enquire/pdf/parents-guide-to-asl-2006-01.pdf
Copies can also be requested by telephone - Tel: 0845 123 23 03
159

12. Glossary - Additional Support Needs
Additional Support Needs – a child or young person has additional support needs if he or she is,
or is likely to be, unable to benefit from school education without additional support.
Additional Support Needs Tribunal – a hearing which provides independent and expert
adjudication on disagreements about Co-ordinated Support Plans
Advocate - a person who can support a parent or young person by speaking on their behalf and
representing them at meetings.
Appropriate Agencies – other agencies which have a legal obligation to help education
authorities carry out their duties under the ASL Act. These include Social Work, Health Board,
other local authorities, Careers Scotland, colleges and universities.
Co-ordinated Support Plan (CSP) – a planning document for pupils with long-lasting complex or
multiple barriers to learning who require a range of additional support from other services outwith
education. It describes the pupil’s needs and how these needs affect his or her ability to learn. It
describes the type of support that is needed and states who will provide this support. The CSP
must be reviewed every 12 months or earlier if there is significant change in a child’s
circumstances.
Educational Psychologist – a chartered psychologist specialising in education. He or she can
give advice about additional support needs to parents, schools, the Education Authority, other
agencies such as the Careers Service, and may contribute directly to assessments.
Individualised Educational Programme (IEP) – a document which describes in detail the nature
of a pupil’s additional support needs and identifies the type of support that is required. Targets are
set and the pupil’s progress is reviewed regularly.
Mediation – a free service provided to help resolve difficulties relating to additional support needs
at an early stage. A trained mediator will help both parties to reach an agreement on how to
resolve an issue but the mediator will not offer advice nor make recommendations.
Other Agencies – a number of other agencies, such as voluntary organisations, may help support
a child or young person’s learning but do not have a legal obligation to do so, unlike Appropriate
Agencies such as Health or Social Work who must provide support unless this is in conflict with
other duties.
Staged Intervention – a sequence of steps for identifying additional support needs and finding
ways of meeting these needs in an appropriate way.
Supporter – a supporter can be anyone the parent or young person nominates (minor exceptions
are set out in the Support for Learners Policy) and may assist the parent or young person before
and at meetings by, for example, helping them to express their views , asking questions on their
behalf or offering them advice.
160

Additional Support Needs Specialists – teachers who advise other members of staff on the
range of teaching methods, strategies and resources available to meet the additional needs of
learners. An ASN teacher might work in the classroom with the class teacher, provide individual
support or teach small groups of pupils.
Transitions – these are the stages that children and young people go through in the course of
their education. They include starting nursery, entering primary school, moving on to secondary
school and leaving school.
161

162

ANGUS COUNCIL
JOB OUTLINE
APPENDIX 9
Job Title:
Department:
Grade:
Responsible to:
Support for Learning Assistant
Education
GS1/2
Head Teacher (or nominated promoted teacher)
Outline of Duties (NB All these duties will require close collaborative working with a classroom
teacher (or teachers), with detailed guidance provided by these teachers); any
specialised tasks required should be undertaken only after appropriate
training and/or awareness raising has taken place).
1 Support for Pupils
a) Assist the child(ren) to learn as effectively as possible both in group settings and on his/her
own by, for example:
i) clarifying and explaining instructions;
ii) ensuring the child is able to use equipment and materials provided;
iii) motivating and encouraging the child as required;
iv) helping pupils to remain on task;
v) meeting physical needs as required whilst encouraging independence;
vi) liaising with teaching staff about Individual Education Plans (IEPs); and Co-ordinated
Support Plans (CSPs)
vii) developing appropriate resources to support the child(ren)
b) establish a supportive relationship with the child(ren) concerned
c) assist in promoting/reinforcing the child’s self-esteem as required in programmes devised by
therapists
d) assist with physical activity programmes
e) assist with feeding routines (under the guidance of medical staff)
f) attend training activities relating to the needs of individual children
2 Support for Teachers
a) assist in the implementation of IEPs and CSPs for identified child(ren)
b) assist in the recording of the child’s progress
c) assist in the maintenance of child(ren’s) progress records
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d) assist in the evaluation of the support programme
e) provide regular feedback about the child(ren) to the teacher
3 Support for Whole School
a) assist in the fostering of links between home and school
b) liaise and consult with other members of the team
c) contribute to reviews of children’s progress, as appropriate
d) ensure that appropriate confidentiality is maintained
4 General
a) supervise pupils during school breaks, including lunchtimes
b) escort groups of children about the school
c) assist in the supervision of school trips
d) help to supervise small groups of pupils for short periods during the pupil day
e) wash, toilet, dress and move children when necessary
f) administer prescribed medicines as required
g) act as a standby escort on transport if required
h) administer basic first aid treatment
This list is not exhaustive and the jobholder will be required to undertake other duties as
required.
164

Co-ordinated Support Plan
Assessment Tool – CSP1
APPENDIX 10
(
indicates mandatory entry
)
Date of Planning Meeting
Function of Meeting Co-ordinated Support Plan Request from -
(Tick one box only)
Transition from Record of Needs
Review of CSP
Additional Support Needs Meeting
Name of Pupil
Date of Birth
School/Centre
Scottish Candidate No
Class
Co-ordinator (CSP)
(A) CO-ORDINATED SUPPORT PLAN – DECISION TEMPLATE
The following notes provide guidance and refer to the relevant chapters and pages of the Code of Practice
(CoP) which should be considered when completing the decision template. The ‘decision tree’ on page 53 of
the CoP should be considered as the core reference.
(The Act defines the criteria for a Co-ordinated Support Plan and ALL of the following factors must apply.)
Yes v
1. RESPONSIBILITY
The Education authority is responsible for the school education of the child or young person
(Code of Practice p 48)
2. IDENTIFIED NEEDS
The pupil has additional support needs
(CoP pp 15-18)
3. FACTORS GIVING RISE TO ADDITIONAL SUPPORT NEEDS
The factor(s) which lead to a significant adverse effect on the pupil’s education are:-
(a) COMPLEX (CoP pp 50 – 51) (a)
and/or
(b) MULTIPLE (CoP pp 50 – 51)
(b)
(NB - YES to either (a) or (b) above is in effect YES to Question 3)
4. DURATION
The additional support needs are likely to continue for more than a year (CoP p 52)
5. SUPPORT FROM WITHIN EDUCATION [School/Education Services]
There is a need for substantial and significant additional support from the Education Dept
(ie ‘a continuing requirement for high level adaptation or elaboration of the curriculum and learning
environment’) (CoP pp 50 – 53)
6. EXTERNAL SUPPORT FROM ONE OR MORE APPROPRIATE AGENCIES 1
Significant additional support from the following agency(ies)
Support provided is (v):-
is required to ensure educational progress (CoP pp 50 – 53) as
follows:-
Substantial Direct Continuing
(a) Social Work Department
(b) Health Board Services ie:-
Speech & Language Therapy
Physiotherapy
Occupational Therapy
Other (specify):-
(c) Other external agency (specify):-
1
NB YES (v) in 6(a) to 6(c) must be corroborated by representative/s of the agency representative/s at the meeting
If you have been unable to record YES (v ) against any question, it is likely that the appropriate additional support planning mechanism
will be the IEP and NOT the CSP. Please proceed to complete section B overleaf.
165

B. Summary of Additional Support Currently Being Provided for the Above Pupil
(a) Support from within the school
(eg) from Pupil Care & Support, Support for Learning, Classroom or SFL Assistant, Behaviour Support)
Identified Need (Insert description of need being addressed by support described below):-
Nature of Support (Insert details of nature, purpose and source of support):-
Frequency of
Support eg 3 x
week
Anticipated
Duration eg 18
months
(b) Support from Education Services (eg from peripatetic services, SFSS, EPS)
Identified Need (Insert description of need being addressed by support described below)
Nature of Support (Insert details of nature, purpose and source of support)
Frequency of
Support
eg 3 x week
Anticipated
Duration
eg 18 months
(c) External support from partner agency/ies (eg NHS Tayside, Social Work, Voluntary Sector, Angus College)
Identified Need (Insert description of need being addressed by support described below) Frequency of
Support
eg 3 x week
Anticipated
Duration
eg 18 months
Nature of Support (Insert details of nature, purpose and source of support)
(d) Does the pupil have any identified unmet educational need/s? (If so, use the following space to give details)
Unmet Needs (Insert those educational needs which have been identified but are Identified by:-
not currently addressed in the support package described above)
(e) What are the main educational objectives for the pupil? (Use the following space to give details)
Identified Educational Objectives
Identified by:-
Conclusion (tick appropriate box)
Co-ordinated Support Plan with IEP – Named CSP Co-ordinator (CoP P65)
Individualised Educational Programme with no CSP
Further Assessment/s required (please provide details below)
Type of Assessment
Reasons
Signed Post School
Please forward this form to:- Jan Nowak, Senior Education Manager, Angus House, Orchardbank Business Park, Forfar
166

EDUCATION DEPARTMENT
APPENDIX 11
MANAGING CASE CONFERENCES
GENERAL GUIDELINES ON GOOD PRACTICE
1 The school should ensure that suitable comfortable and private accommodation is made
available for the case conference.
2 A member of the Senior Management Team should chair the meeting. A member of the
school’s staff should take minutes and ensure these. are distributed to all invited, and to the
Support for Learning Section.
3 As some participants may find this kind of setting intimidating, the Chairperson should make
introductions where necessary, ensure the purpose of the meeting is made clear and in
general try to establish a co-operative atmosphere before proceedings formally begin. The
purpose of the meeting should be made clear in terms of the five-stage decision making
process.
Reference should be made to the last meeting’s recommendations if appropriate.
4 The Chairperson should ensure that every participant is enabled to present his/her own
views. The order in which reports are discussed should vary according to what is felt to be
appropriate in each individual case.
5 Where possible the pupil should be enabled to offer his/her own views:
(i)
(ii)
(iii)
For under 12s it may be appropriate for the Chairperson to ascertain the pupil’s
views.
A pupil over 12 should be encouraged to participate for at least part of the
proceedings. If the particular nature of the pupil’s special needs makes this
inappropriate, the Chairperson should ascertain the pupil’s views.
By statute, a young person over 16 must be included in discussions unless deemed
incapable of presenting his/her views.
6 The Chairman summarises discussion, obtains agreement to recommendations and how
they will be met, and makes particular note of any areas in which there remain unresolved
concerns. The timing of the next meeting should be agreed.
Note:
(i)
(ii)
Should the parents/carers wish to have a supporter/advocate attend the Case Conference it is their
responsibility to arrange this.
If a member of staff is approached to act as supporter/advocate they must contact the appropriate
Head of Service to discuss the implications before accepting.
167

EDUCATION DEPARTMENT
REVIEWS OF PUPILS WITH A CSP
The Case Conference date should be set in collaboration with both the Educational Psychologist
and the School Doctor where there is Community Child Health Service involvement to allow
medical and psychological assessments to take place. A minimum of two months notice is
essential but, if at all possible, an annual schedule for reviews is preferable. It is strongly
recommended that school staff meet with Psychologist and Doctor in August or September to plan
all anticipated case conferences for the session.
168

APPENDIX 12
ANGUS COUNCIL
Note of Stage 3 Case Conference
To be used for recording joint decisions with Education Department, Support Services,
Social Work Department and other agencies and for formal confirmation of request for additional support
outwith School based resources.
1 Subject Child/Young Person
Surname
Forename
Date of Birth
Parent/Carer
Address
(if different)
Gender
Home Address
Telephone
School
Telephone
2 Case Conference Particulars
Date of Case Conference
Location
Contact Teacher
Convened by
Designation
3 Participants Present
Name Designation Agency
4 Absent/Unable to Attend
Name Designation Agency
5 Young Person’s Status
IEP No In process Draft Final
CSP No In process Draft Final
169

6 Background Information and highlight major concerns - (including, where appropriate, reference to
attendance, exclusions, Children’s Panel apprearances, additional support offered and stategies
already used):-
Continue on another page if necessary
170

7 Summary of Discussion [NB include views of young person and parent(s)]
8 Conclusions/recommendations and agreed tasks
Person/Agency responsibility
and timescale if applicable
Date and Time of Next Meeting (if required)
Signed:
Date:
171

172

Process of Enrolment in Resourced Pre-School Classes
APPENDIX 13
I. The Role of the Educational Psychology Service
When a pre-school child is likely to have significant additional support needs, it is expected
that consultation will take place between those professionals - for example the Pre-school
Home Visiting Service or health board professionals – who are already involved with the
child and their family, and the Educational Psychology Service.
Assessment of pre-school children by an Educational Psychologist may be undertaken in
order to:
• monitor and review a child’s development
• assist with individual planning and target setting for the child
• predict educational needs for pre-school or P1 setting
• identify needs to assist the Senior Education Manager in his decision-making
• recommend consideration of a Co-ordinated Support Plan to ensure central
monitoring and the co-ordination of services for the child
• inform the Senior Education Manager for strategic planning purposes
Once the nature of involvement is agreed, the Educational Psychologist will engage in
discussion with parents/ carers, and carry out observation and assessment in the home or
at the playgroup or pre-school provision which a child already attends. The Educational
Psychologist will then report on the educational needs of the child to the Senior Education
Manager through either:
1. Annual Projections (for August entries to pre-school)
2. Written Report
3. Memorandum
Placement in Angus resourced pre-school classes is made by the Head of Service
after an Educational Psychologist has reported on a child’s additional support
needs, and only if it is the Head of Service’s opinion that these needs cannot be fully
met in mainstream.
Only children who have been formally placed in an Angus resourced pre-school
class may be enrolled there.
II.
Formal Placement Procedures
On receipt of an Educational Psychologist’s recommendation that a child may require more
support than can be provided in a mainstream pre-school class, the Head of Service will
write to parents/carers making a formal offer of a place in a resourced pre-school class. In
173

Angus these are located in Muirfield Primary School, Arbroath, in Maisondieu Primary
School, Brechin and in Seaview Primary School, Monifieth.
The placement letter addressed to the child’s parent/carer is routinely copied to the Head
Teacher of the placement school, to the School Medical Service, to the Educational
Psychologist, to the Pre-school Home Visiting Teacher and to the Centre Co-ordinator,
Armitstead Child Development Centre, as well as to the person in charge of any provision
the child is already attending. The report on the child’s needs prepared by the Educational
Psychologist and any information provided by the Community Child Health Service are both
copied to the placement school by agreement with both services.
III.
Following the Formal Offer of a Place
Where it is believed a child may require provision additional to that already available in the
resourced pre-school class, for example specialist equipment or staff training, the
Education Support Officer (ASN) will liaise with school staff with a view to ensuring this can
be put in place before the child begins.
The placement letter invites parents/carers to contact the Head Teacher in order to arrange
to visit with the child if they have not already done so. During this visit, standard enrolment
procedures must be completed, and the opportunity should also be taken to discuss the
child. This conversation should as a matter of course include discussion of the
child’s medical history including, for example, possible allergies, as well as practical
issues such as food preferences etc. The Head Teacher should ensure that any gaps
in such information are filled through direct contact with professionals already
involved with the child, such as the Educational Psychologist or the Pre-School
Home Visiting Teacher.
Once a placement has been made, if a family has not made contact with staff at the
resourced pre-school provision by a date no later than two weeks before the end of term
preceding the anticipated start date, the Head Teacher should make every effort to contact
them directly and facilitate the enrolment visit.
IV.
Starting a Resourced Pre-School Placement
As with mainstream pre-school places, children are eligible to attend resourced pre-school
provision according to the following dates:-
Date of third birthday
Nursery Start Date
1 March – 31 August August start
1 September – 31 December January start
1 January – 29 February April Start
(Where there are no additional costs to be borne by the authority, children whose third
birthday falls between 1 September and the end of the schools’ October holiday
period will be considered as being eligible for a place in a resourced pre-school class at the
beginning of the school term in October).
While the placement letter will specify the month of the child’s proposed start in the
resourced pre-school provision (and this will usually be August, October, January or April
except in the case of late placements), identification of the first day and whether the child
174

will attend morning or afternoon session should be decided by the Head Teacher in liaison
with the teacher in charge, taking account of pupil mix/other demands on staff etc.
Individually appropriate arrangements may include attendance for an increasing number of
days per week initially, or for an increasing proportion of each half-day session over a
number of days. It may be possible for a child to be accompanied initially by a parent/carer
who can stay for a part or whole session. However, such arrangements should always be
for a time-limited induction period only, and pre-school staff should also take into account
the practical consequences if a child is expected to travel on special transport.
If Head Teachers or resourced pre-school provision staff have any queries about a
placement or related issues such as special transport, in the first instance they are
requested to contact Frances Watt of the Support for Learning Section (01307 473335,
WattF@angus.gov.uk)
175

176

APPENDIX 14
The Role of Visiting Specialists in the Placement of Children with Additional Support Needs
in Pre-School Classes
The authority is under a duty to disseminate as widely as possible information about the provision it
makes for children with additional support needs and the Education Department’s Support for
Learning policy places considerable emphasis on parents being fully involved in discussions and
decisions about their child’s learning.
When a child is already attending a local authority-run educational provision, the responsibility for
‘scaffolding’ parental involvement lies predominantly with staff of the pupil’s school.
In the case of children with additional support needs who are not yet enrolled in Education
Department provision, the Visiting Specialists have clearly defined supporting roles, and they may
also find that, as informed and trusted professionals, they have an important role to play at the time
of a child’s enrolment in a mainstream pre-school provision. This support will often take the form of
attending networking meetings managed by the school which the child will attend. The focus of
such meetings should first be to identify and work through any uncertainties school staff may have
about how best to manage a particular child’s support needs in a mainstream setting. After these
initial discussions it will then be possible for the school to offer realistic reassurance and support to
the family as the induction progresses.
In the case of the three Special Pre-school Classes in Angus, given the geographic realities of a
largely rural authority, first visits may present families with significant practical problems. The
Visiting Specialists can frequently play a crucial role by offering liaison, information, support and
sometimes actual practical help to allow the family and child to visit the provision which it is
proposed the child will attend. The role of the Principal Teacher Pre-School is very important in all
cases, while the Visiting Teachers for visually impaired, hearing impaired and bi-lingual pupils will
naturally be primarily involved in supporting families to whom they are already known.
However, it should be generally the case that within the process of placement in a Special Pre-
School Class, informal visits to the school must be arranged by the Principal Teacher (Pre-school)
who will liaise with other colleagues as appropriate prior to the formal written offer of a place being
made to the family. This sequence ensures that school staff can have an informed view not only of
a child’s anticipated support needs but also of the resources which will be made available to assist
in the management of those needs. Such resources may include specialist staff training, additional
specialist equipment, and sometimes in specific cases the provision of additional staffing. All such
issues should be clearly understood before any visit by the family, to ensure that the visit can to be
as constructive as possible, from the viewpoint of all parties, in planning the child’s first day.
177

178

APPENDIX 15
EDUCATION DEPARTMENT
ADDITIONAL SUPPORT NEEDS
CASE CONFERENCE MINUTE
(Tick as appropriate)
IEP
CSP
TRANSITION TO PRIMARY
TRANSITION TO SECONDARY
TRANSITION TO POST-SCHOOL
STAGE 3 MEETING/REVIEW
REVIEW
School - Date of Case Conference -
Pupil Name - Date of Birth -
Home Address -
Participants
Attended
Report
Submitted
Pupil -
Parents(s)/Carer(s) -
School Staff -
School Doctor -
Educational Psychologist -
Other -
179

A
Summary of progress in school (include, where appropriate, background information and
any major concerns such as reference to attendance, exclusions, Children’s Panel
appearances, additional support offered and stategies already used):-
B Summary of identified additional support needs –
180

C
Summary of Discussion [NB include views of pupil and parent(s)]
D
Where a CSP continues to be appropriate and changes are necessary
under any of the following sections, please attach updated draft
Profile
Factors Giving Rise To Additional Support Needs
Changes
required
Yes
No
Learning Plan
E Conclusions/Recommendations - Person
Responsible
Timescale
Agreed timing of next review –
(Please also append relevant background information and reports.)
Signed - Designation -
Date –
181

182

Unique Pupil Identifier:
HQ use only
APPENDIX 16
Official use: Date
CSP opened or
reviewed
CONFIDENTIAL
Set out name of authority: Angus Council Education Department
CO-ORDINATED SUPPORT PLAN
for Glen Angus
Home address: 3 Ordinary Row, Forfar, Angus DD8 3WE
Contact telephone number: 01307 473335
Date of birth: 1/1/2000
Gender: Male
Preferred language/form of communication: English
School currently attended: Glenview Primary
School
Date of entry to current school: 1/01/2003
PARENTAL DETAILS
Surname: Angus
Other names: Hugh
Home address: 3 Ordinary Row, Forfar, Angus DD8 3WE
Contact telephone number: 01307 473335
Relationship to child/young person: Father
Preferred language/form of communication: English
Surname: Angus
Other names: Emma
Home address: 3 Ordinary Row, Forfar, Angus DD8 3WE
Contact telephone number: 01307 473335
Relationship to child/young person: Mother
Preferred language/form of communication: English
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PROFILE
Glen is settled and happy in primary 1. He enjoys the company of other children and is a popular and
accepted member of his primary class with several close friends. He is generally confident in
activities he is familiar with and his peers enjoy and value his contribution in group activities and are
very supportive of him.
Glen is becoming increasingly independently mobile and he can walk, run, jump and climb stairs using
both feet together on each step. He is becoming more confident in tackling larger apparatus in the
gym hall and recent reports from the Occupational Therapist describe his continuing progress with
both balance and co-ordination
Glen is fully independent in most life skills.
Glen is interested in books and loves to have stories read to him. He can copy and name most letters
and now has an established written vocabulary of approximately 35 words. He can recite numbers to
twenty and is confident of addition up to ten. He can concentrate for extended periods on activities
of his own choosing, when he prefers to work on his own with occasional support from an adult. The
Speech Therapist reports that Glen‛s responses in spoken language are becoming longer in individual
sessions and with encouragement to persist Glen can make himself understood to strangers.
FACTORS GIVING RISE TO ADDITIONAL SUPPORT NEEDS
Glen has cerebral palsy affecting his right side more than the left, and some resulting development
delay. This affects:-
♦
♦
his fine and gross motor skills. Educational skills such as pencil control are harder for Glen to
acquire, and he tends to lack confidence in larger body movements and in any activities requiring
physical balance. Self-consciousness about his lack of ability can mean that he is unwilling to
attempt some activities. He can need extra help with dressing, particularly fastenings, after gym
and visits to the swimming pool but may not wish to ask for assistance or draw attention to
himself.
his spoken and receptive language development. Glen can need longer processing time for informal
responses, and may need repetition in learning contexts. Adults unfamiliar with his speech can
initially find it difficult to decipher and Glen‛s own self-consciousness of this type of situation can
affect his willingness to express himself.
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LEARNING PLAN
Educational Objectives Additional Support Required Persons providing the additional support
To develop Glen’s:-
♦ language and communication skills
♦ gross and fine motor skills
Glen needs his IEP to set language and
communication targets and to contain an emphasis
on desk-top skills eg pencil and scissor control. He
also needs planned opportunities to experience
success as an independent learner, and
encouragement to practice and develop confidence
in verbal communication. He needs school staff to
follow the advice of, and programmes supplied by,
the Occupational and Speech & Language
Therapists
Glen’s Class Teacher and the school’s Support for
Learning Assistant on an on-going daily basis with
regular input and support from Support for Learning
specialists and from the Occupational and Speech &
Language Therapists.
To develop Glen’s gross and fine motor skills Support/advice/provision of resources for school staff
1 x term
Provision of an exercise programme for fine and
gross motor skills to be followed by school staff –
1 x term
Contribution to setting targets for Glen’s IEP –
1 x term/planning block
Occupational Therapist
To develop Glen’s oral language and communication
skills
Small group input - 1 x week on-going
Consultation and advice for staff re ongoing support -
1 x week
Contribution to setting targets for Glen’s IEP –
1 x term/planning block
Speech and Language Therapist
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186

NOMINATED SCHOOL
Name of school: Glenview Primary School*
Address: School Lane, Forfar, Angus DD8 3WE
Telephone number: 01307 473335
Headteacher: Mrs May B Goode
Nature of Placement: Day
(part-time, day, residential, base, joint-placement)
PARENTAL COMMENT
We have been very happy with all the arrangements that have been made for Glen in primary 1 and are
very relieved to see him settled and content. We would quite like a weekly note home in Glen‛s
schoolbag, just to keep us up to date with what he is doing in class because sometimes he finds it
difficult to describe things to us and we would like to be able to help with things he finds difficult.
CHILD‛S/YOUNG PERSON‛S COMMENTS
Glen is too young to comment in any formal sense but his teachers and parents are unanimous in feeling
that he is happy being at Primary School and likes his class and teacher. His favourite project topic
this year has been Mini Beasts and he really enjoys Friday afternoon swimming sessions. He does not
like ‘looking different‛ and does not want people to ‘treat him like a baby.‛ He would like to be allowed
to spend more time on the computer.
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CO-ORDINATED SUPPORT PLAN REVIEW TIMETABLE
Date Co-ordinated Support Plan made: .. September 2006
(delete as applicable)
Date by which review must begin: .. September 2007
(on the expiry of 12 months from the date the Plan was made/amended)
Date by which review must be completed: .. November 2007
(within 12 weeks of the date on which the review began)
EDUCATION AUTHORITY CONTACT POINTS
Additional Support Provision Co-ordinator
This person is responsible, on behalf of the education authority, for co-ordinating the additional
support required by the child/young person as detailed in this Co-ordinated Support Plan.
Surname: Goode
Contact Address: Glenview Primary School,
School Lane, Forfar, Angus DD8 3WE
Forename(s): May B
Contact Telephone Number: 01307 473335
Work Position or Title: Head Teacher
Parental Advice and Information on the Co-ordinated Support Plan
The parent of a child with a Co-ordinated Support Plan or a young person with a Co-ordinated Support
Plan may obtain advice and further information from the following person:
Surname: Watt
Contact Address: County Buildings, Forfar DD8
3WE
Forename(s): Frances
Contact Telephone Number: 01307 473335
Work Position/Title: Administrative Assistant
In accordance with section 11 of the Additional Support for Learning (Scotland) Act 2004 (“the Act”)
and the Education (Co-ordinated Support Plan)(Scotland) Regulations 2005 (“the Regulations”), this Coordinated
Support Plan is made by Angus Council on September 2006 in respect of Glen Angus.
Name: Jan Nowak
Work Position or Title: Senior Education Manager
Signed (authorised officer of the authority)
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GLOSSARY
APPENDIX 17
Action plan - a structured plan which sets out timescales, responsibilities and services required to
meet a child's or young person's assessed needs (see entries for integrated action plan, personal
learning planning, individualised educational programme, Co-ordinated Support Plan and looked
after care plan.)
Additional support - provision which is additional to, or otherwise different from, the educational
provision made generally by an education authority for children and young people of the same age
in schools (other than special schools) under the management of the education authority.
Appropriate agency - an agency, or any person, specified in the Act, or by regulation, as having
duties under the Act. Other agencies, whether statutory or voluntary, may work with local
authorities to support a child's or young person's learning without being under a statutory duty.
Assessment - an ongoing process of gathering, structuring and making sense of information about
a child or young person, and their circumstances, in order to inform decisions about the actions
necessary to maximise their potential.
Advocate - someone chosen by a parent, or young person, to conduct discussions on their behalf
with an education authority or to make representations to the authority, or the tribunal.
Carer - includes parents and other people with parental responsibilities, for example, public foster
carers, relatives and friends who are caring for children and young people under supervision
requirements, and close relatives, such as siblings or grandparents caring for children who are not
looked after or are under home supervision requirements. (see also parent)
Co-ordinator - person responsible for ensuring, so far as possible, that the services required to
deliver the additional support identified in the Co-ordinated Support Plan are in place for the child
or young person and for taking action to secure services when necessary.
Complex factor - in the context of a Co-ordinated Support Plan is a factor which has or is likely to
have a significant adverse effect on the school education of the child or young person.
Co-ordinated Support Plan - a statutory strategic planning document to co-ordinate the provision
of services for those children and young people, who meet the criteria, to help them work towards
their agreed long-term educational objectives.
Dispute resolution - the involvement, under regulations supporting the Act, of an independent
adjudicator to review a disagreement between parents, or a young person, and an education
authority, over the exercise by the authority of any of its duties or functions under the Act, and to
make recommendations for parties aimed at resolving the dispute.
Disability - the code uses the definition of disability, set out in the Disability Discrimination Act
1995, as being a physical or mental impairment which has a substantial and long term adverse
effect on a person's ability to carry out normal day-to-day activities.
Duty - where the law requires an education authority or appropriate agency to do something. (see
power)
Education authority - in legal terms, education authority and local authority are both defined as a
council constituted under section 2 of the Local Government etc (Scotland) Act 1994. The code
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efers to an education authority when considering a local authority's educational functions; and to a
local authority when referring to functions other than educational ones, such as social work
services.
Grant-aided school - a school in receipt of grant funding from the Scottish Executive. At present
there are 8 such schools. Jordanhill School and 7 special schools - Corseford, Craighalbert Centre,
Donaldson's College, East Park, Harmeny, The Royal Blind School and Stanmore.
Holistic - an holistic view is one which addresses the whole child and his/her circumstances rather
than focusing on specific isolated aspects.
Independent school - a school at which full time education is provided for children or young
people of school age (whether or not such education is also provided for children or young people
over that age), not being a public school or grant-aided school.
Individualised Educational Programme - written document which outlines the steps to be taken
to help children and young people who have additional support needs to achieve specified learning
outcomes. (see resources section)
Integrated Assessment Framework - a common means for all agencies and professionals to
assess children's and young people's needs and to share information about them in order to
ensure that interventions at any level lead to improvements in the child's or young person's life.
Looked after child or young person - the Children (Scotland) Act 1995 has a statutory definition
of a looked after child. These are children or young people:
• who are accommodated by the local authority
• are subject to one of the specified orders, including a child protection order, a parental
responsibilities order
• are subject to a supervision requirement whilst living at home.
Looked after care plan - a written care plan for a child or young person looked after by a local
authority. It includes consideration of the child or young person's family contact arrangements as
well as education, health and future care arrangements.
Mediation - a voluntary process whereby an independent third party seeks to enable parties to a
disagreement to reach an agreed resolution of their differences.
Multi-disciplinary - where more than one professional from different disciplines within the same
agency work together (eg speech therapist and health visitor).
Multi-agency - where professionals from different agencies work together (eg teachers and health
or social workers).
Multiple factors - in the context of a Co-ordinated Support Plan, these are factors which are not
by themselves complex but which, when taken together, have or are likely to have a significant
adverse effect on a child's or young person's school education.
Parent - has the same meaning as section 135(1) of the Education (Scotland) Act 1980, as
amended, and includes guardian and any person who is liable to maintain or has parental
responsibilities (within the meaning of section 1(3) of the Children (Scotland) Act 1995) in relation
to, or has care of, a child or young person. (see also carer)
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Personal learning planning - process by which children, young people and parents are involved
in discussions with the school about the goals of learning, including those for personal
development. Its focus is on supporting dialogue and ultimately about engaging children and young
people in their own learning.
Placing request - written request by parents made to an education authority for their child to
attend a particular school (see resources section for Choosing a School).
Power - where the law allows an education authority to do something, but there is no duty to do so.
Pre-school provision - the Act refers to pre-school provision (generally for 3 and 4 year olds (as
within the categories of prescribed pre-school children) under the management of an education
authority. It also covers circumstances where the education authority have an arrangement for the
purposes of section 35 of the 2000 Act with a private provider, normally referred to as partnership
nurseries. In certain circumstances, an education authority have a duty under the Act to make
provision for disabled children under the age of 3 years.
Prescribed pre-school child - a child eligible for pre-school provision from the start of the school
term following their 3rd birthday until the end of the school term before they are first eligible to
attend primary school (generally between the ages of 3 and 5).
School - within the Act the term 'school' has the same meaning as in the 1980 Act and means a
primary, secondary or special school, and includes nursery schools and independent and grantaided
schools.
School age - generally from the age of 5 to 16 years.
Special school - a school or any class or other unit forming part of a public school which is not
itself a special school, the sole or main purpose of which is to provide education specially suited to
the additional support needs of children or young people selected for attendance at the school,
class or (as the case may be) unit by reason of those needs.
Specified school - a school identified in a placing request by a parent, or, as appropriate, a young
person, which the parent wishes his or her son or daughter to attend, or the young person wishes
to attend.
Supporter - someone chosen by the parent or young person to be present at any discussions with
the authority or at the tribunal for the purpose of supporting them in the course of those
discussions.
Targeted services - services which are designed to help specific children and young people for
particular needs, e.g. social work, the Reporter, police, a whole range of voluntary sector provision.
Transitions - refers to changes in education, for example, starting nursery school, moving from
primary to secondary school, transferring schools within or outwith an education authority's area.
Transitional arrangements - safeguards in the Act to maintain provision, for a specified period,
for children and young people who had a Record of Needs, immediately prior to the
commencement of the Act. (see Scottish Executive Transitional Arrangements Circular.)
Universal services - services which all children and young people have access to throughout their
childhood, eg health and education provision.
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Young carer - children and young people who provide care to a family member.
Young people - the code uses this term to refer to those young persons over school age
(generally over 16 years) who are not yet 18 years of age, as per the definition in the 1980 Act.
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