Meeting Learners’ Needs at Cramond: How do we support our pupils? At Cramond we follow good practice: National and local policy and legislation Caroline Ashbrook – Depute Headteacher

Partnership – incredibly important Child School Home Partnership – incredibly important

What do we mean by support? Child Emotional Academic Social Medical Communication We want all children to feel safe, happy and valued so they can learn to the best of their ability Every Child Has Different Needs – Some require extra help and support for short periods of time. Some require it for longer periods of time, some throughout all their time in school Inclusion – At Cramond we follow national and local inclusion policy and legislation. Types of ‘needs’ we support: Austism Spectrun Disorder (ASD) is the name for a range of similar conditions, including Asperger syndrome, that affect a person's social interaction, communication, interests and behaviour. speech and language therapy occupational therapy Dyslexia Dyspraxia Allergies – epipen, asthma training Global delay EAL: English as an Additional Language Academic: Numeracy support Literacy/language – reading and decoding Safe Happy Valued Able to learn to the best of their ability

How do we meet our pupils’ needs? Knowledge Team Process KNOWLEDGE Know our pupils Build a comprehensive picture of child so we can take the right action at the right time TEAM: Collaboration across stages Collaboration of all adults involved in the child’s life Partnership with parents, carers and families PROCESS: Gather information from a wide variety of sources Robust referral system in place Identify relevant actions Review There is a pathway process we follow. This is explained in the next slide.

How do we meet our pupils’ needs? Pathway 1 Pathway 2 Pathway 3 Pathway 4 In school – class teacher In school – class teacher, PSA, Support for Learning teacher, EAL In school – class teacher, PSA, Support for Learning teacher, EAL outside agency The City of Edinburgh identifies a Staged Intervention Approach following a pathway framework. Pathways – depending upon the level of need: -identify and support needs as early as possible -improve confidence, self-esteem and foster independence -remove barriers to learning -maximise learning opportunities for all within an inclusive learning ethos Pathway One is personalised support in the classroom. This can be the provision of tools to support independent learning, support through environment, through differentiated planning or through a range of appropriate strategies. Pathway Two If difficulties persist after Pathway 1 intervention, further discussion with a member of the ASL Team in school should follow Support from the ASL team – this can be individual or group work or team teaching supporting the class teacher. PSA led groups Pathway Three is support from partner agencies or services Pathway 4 – very rare. CEC – policy of inclusion Education in a specialist school/language unit

Pathway 3 – partner agencies Children and Adolescent Mental Health Service (CAMHS) Educational Psychologist Community Child Health (CCH) Speech and Language Therapy (SaLT) Medical Outreach support Occupational Therapy (OT) ASL services include Health and Wellbeing Language and Communication Literacy and Dyslexia Support Service (LDSS) ICT

Support at Cramond Follow best practice: national and local 3 pathways in school and 1 out-with the mainstream school Academic Social Emotional Communication Medical Currently updating our policy document Speak to Caroline Ashbrook, DHT for further information- - handouts available