Additional Needs

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What Are We Aiming For?


To enable pupils to: become successful learners, effective contributors, responsible citizens and confident individuals.
To continue to work together with teachers, parents, carers and pupils along local and national guidelines.
We are fully committed to ensuring that all pupils achieve their potential within an inclusive environment.

The Department

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There are two main classrooms in the department – PS1 and PS2. There are also two smaller rooms PS5 and PS7 which can be used when supporting individual pupils or small groups

We have recently developed The Store – a new inclusive provision for pupils who have additional social, emotional and/or behaviour needs.

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We also have a new Sensory Room.

Our Sensory Room is a place where pupils with additional needs can explore and develop their senses and skills. It is designed to engage pupils who can learn through play. From following bright lights, shapes and patterns with their eyes to pressing buttons to make the sensory room change colour or even change colour to music.
The flexible functionality of the multisensory room means that pupils can also use it to calm and de-stress.

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Learning Support

All children and young people have entitlement to an educational experience of the highest quality. We are committed to the effective inclusion of all pupils in the life of the school. The additional needs of any individual pupil can be described as whatever is necessary for that young person to gain access to a broad and balanced curriculum. For most pupils the source of support, most of the time, will be the classroom teacher.

The Role of Support for Learning

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

Our aim is to support pupils in mainstream classes who experience some difficulty with their learning. To enhance their self-confidence and support them to develop strategies, which will give them greater success in the classroom and beyond.

We can do this by:

  • Consulting with subject colleagues on individual learning needs and curricular approaches.
  • Cooperative teaching within subject classes to support pupils and to ensure that the curriculum is accessible for all pupils.
  • Working with staff to differentiate the curriculum
  • Working with small groups of students to boost reading, spelling and to help develop confidence, skills and strategies to access the curriculum
  • Assessment and investigation of students who are giving cause for concern.
  • Provide CPD and in-service on relevant topics e.g. dyslexia, digital worksheets, IEPs etc.
  • Working with parents and outside agencies e.g. psychologists, speech and language therapists
  • Support with additional arrangements for SQA exams - to ensure that candidates who face barriers have appropriate arrangements in place to support their needs.

The Additional Needs teachers participate in the school’s P7 Transition process to ensure that the learning needs of pupils with additional needs are known and documented. Information gathered through this process is made available to subject teachers, along with appropriate support strategies.

The Store

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Social Times

The Store is open from 1.15-1.45 each day.

Staffing

The Store is staffed on a rotational basis by a core group of 3 teachers and 3 ANAs, working closely with pastoral staff, mainstream class teachers, parents/carers and partner agencies.

The Store is an inclusive, positive environment. Each pupil is encouraged to develop a positive self-image and aspire to being successful. Strategies are restorative and solution focused. Pupils sign up to being in a group, with the clear aim of staying in mainstream, supported by the group. Each pupil has a Personal Learning Plan (PLP) with individual targets. PLPs, targets and membership of groups are reviewed regularly.

Celebration of Success

Each term there is a Celebration of Success which recognises personal achievement and progress, no matter how small. Pupils organise this event and invite important people in their lives along. Pupils will also be nominated for awards at the school’s annual prizegiving.


Nominations and Gatekeeping

S1 pupils are identified in June by Primary schools.

S2, S3 and S4 are nominated by Pastoral teachers. Nominees are discussed at SLG. The DHT line managing AN department will be the gatekeeper for nominations.

All Restore groups run at a maximum of 8 pupils. Groups are open in nature. If a space becomes available this will be taken to SLG. Romance Academy is a closed group, which runs more than once per year. All groups require parental/carer permission.

Only pupils in one of the Restore or Romance Academy groups can access the room at times outwith groupwork sessions.

Groups

Years S1-S4 each have a group, called “Restore”.

Restore 1 for S1 is based on a nurture group approach. The group meets period 1 everyday. This provides a regular point of contact for pupils to help them with the transition phase, which can often be a challenging time.

Pupils will get the opportunity to:

  • build up trusting relationships with key staff members
  • have a routined, structured start to the day
  • eat breakfast
  • practice social and communication skills
  • get prepared for the day
  • catch up with classwork/homework
  • deal with any issues on a daily basis
  • celebrate achievements and progress

 

Restore 2 for S2 and Restore 3 for S3 meet once a week to help pupils identify and understand why they are finding things difficult in school. Once they are aware of what the issues are, they then learn strategies for managing situations better and take responsibility for their behaviours.

Restore 4 for S4 meets once a week with the focus on transition and moving on from school. Pupils work on developing their work, social and life skills. Preparing for leaving school, links with college and the world of work play a major part in this group.
Romance Academy is offered to S2 and S3 pupils once a week to develop identity and relationships.

Whole School Support

Teachers and ANAs based in The Store work closely with mainstream teachers to support learning and teaching for pupils with SEBN. Class teachers are encouraged to come to The Store to share good practice, access advice and resources. Every Wednesday at morning interval there is a drop-in for all school staff to meet up to discuss experiences and strategies. There will be training opportunities for staff in SEBN related areas. The core group of staff in The Store will work to promote positive approaches across the school, including at policy level.

 

Study Skills

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CHECK THE BASICS:

Make sure you know when the exam is, and what it covers. If you’re sitting Standard Grades, Intermediates or Highers, you’ll find the exam timetable, and ‘The Arrangements’ (course requirements) for each individual subject on the Scottish Qualifications Authority’s (SQA) website. If you missed any classes, speak to someone who can fill in the gaps - a friend, teacher or tutor.

Avoid just reading revision notes over and over again - it has limited impact. As you revise, try to understand material rather than memorising it parrot-fashion. Read more about this and other revision tips on BBC Brainsmart. To help create quick, colourful mindmaps, try Pinball.

Sleep is essential for memory, and it helps keep you in a positive frame of mind too. Experts recommend teenagers get nine hours a night

Get to know the structure of the exam beforehand, so you know how much time to spend on each question. If you’re sitting Standard Grades, Intermediates or Highers, check what the exam markers are looking for within the individual subjects and get your hands on some past exam papers. Get more insider tips from BBC Bitesize - like this: Standard Grade English: Exam Advice.

Sleep is essential for memory, and it helps keep you in a positive frame of mind too. Experts recommend teenagers get nine hours a night

 

REVISION TIPS:

  • Memorise lists. Use memory techniques to remember details that will gain you marks. BBC Brainsmart explains how it’s done.
  • Ask yourself questions on what you've revised
  • Explain your revision topic to a friend or family member Ask friends and family to question you
  • Summarise the main points on flashcards or a jotter. Look at these during spare moments, e.g. while waiting on a bus.
  • Recite key details in a sing song voice.
  • Make up a rhyme to help remember information, e.g. In 1492, Columbus sailed the ocean blue
  • Get organised  - Draw up a revision timetable with daily goals - and timetabled breaks. This will help to keep you on track. Education Scotland has some great tools to help.
  • Your daily timetable should have a set time for each subject. Stagger it - better to do a subject for one hour a day for four days rather than four hours in one day.
  • Focus - Distraction is your number one enemy. Decide in advance how long you’re going to study for, and concentrate fully on revision during that time.  Don't kid yourself you can learn effectively with one eye on the TV. Avoid social networking sites, and don’t be tempted to text friends. 
  • Reward yourself – once you have completed your revision, you can reward yourself with time on Facebook etc.

STRESS:

A little stress helps you perform well, but heart-pounding panic certainly won’t. Learn how to get stressful feelings under control. And take a few deep breaths...

EXAM DAY:

Prepare. Get everything you need ready the night before, and know exactly how long it takes to get to the exam hall. On the day, avoid stressed-out classmates if they make YOU more stressed, and whatever you do, don't skip breakfast. Your brain needs the energy!
Look after your brain It really does affect how well it works. Nutrition is important, and so is regular exercise. Playing Mozart and taking fish oil tablets are very unlikely to help

 

Useful websites

ADHD ADHD Information Services
  Aphasia and Speech Difficulties
  Albinism Fellowship
Autism National Autistic Society - Scotland
 
Autism Education Trust
  Hesley Group
  Autism Independent UK
BAGGS http://www.baags.co.uk
B.A.N.G. http://www.bordersadditionalneeds.org/
Blindness Royal National Institute for the Blind (RNIB)
Celebral Palsy Scope
  Cystic Fibrosis Trust
Children Resolve
  National Children's Bureau
Deafness National Deaf Children's Society Scotland
  Royal National Institute for the Deaf (RNID)
  Down's Syndrome Association
Drug Abuse FRANK
  British Dyslexia Association
  Dyspraxia Foundation
Eating Disorders beating eating disorders
  Young Minds
  Education Law Unit
  www.edlaw.org.uk/
  Enquire
  Epilepsy Action
  Gifted Kids in Ireland
  Young People: getting it right - GIRFEC
  Scottish Child Law Centre
  Scottish Association for Mental Health
  Mencap
Mutism Scottish Child Law Centre
  Parentline Scotland
  Partners in Advocacy
home based education Schoolhouse
Speech & Language Difficulties Afasoc
  Association for Spina Bifida Hydrocephalus
  Tourette's Action
  Velo-Cardio-Facial Syndrome