Its key function is to ensure that children and young people who need additional support to benefit from schooling get that support. In Renfrewshire, this policy, situated within our Extended Support Framework, will ensure delivery for the children and young people of this area. The Education (Additional Support for Learning) (Scotland) Act 2004 introduced a new framework to provide support to children and young people who need additional help with their learning.
Framework for multi-agency partnership working, which requires educational institutions and other appropriate agencies to work together for the benefit of children and young people who have additional support needs. There are a wide range of factors that can lead to some children and young people needing additional support. At this level, individual additional support needs of children and young people are identified and monitored using SIP forms and PSPs (see Appendix ı).
Each educational institution has an Extended Support Team (EST) to support individual children and young people. All agencies work together to ensure smooth transitions for children and young people who have additional support needs. The authority has a range of mediation approaches designed to resolve disagreements around the additional support needs of children and young people.
Renfrewshire is committed to quality involvement of children and young people in the process of providing for their needs. The extended support framework and key person system should ensure that children and young people who need additional support are always central to the planning process.
Establishment Level
Senior Management Team/
Pupil Support Co-ordinatorSupport
Multi-Agency Partnership Level
Extended Support Team Meeting
Second Tier Case Conference
During the transition period, the Support Coordinators from both institutions liaise to ensure that the key action points in the transition planning are carried out. The current institution is responsible for the child with additional support needs until the transfer to the new institution. Notes on the transition of the child with additional support needs from pre-5 to primary school or another educational institution.
At least 6 months before a preschool child moves to the new institution, an Extended Support Team meeting is called by the current Support Coordinator to consider the child's needs in relation to the impending transition. The coordinator from the receiving institution attends this EST meeting together with the parents and all professionals who provide direct support to the child. The responsibility for monitoring these arrangements immediately before and after the child's transfer to the new institution is shared between the support coordinators in both institutions.
At least 3 months before the transfer of the preschool child, information about the child must be forwarded to the competent authorities.
Primary school is responsible for child with Additional Support Needs until transfer to new institution. Notes on the transition of child with additional support needs from primary to secondary school or other educational institution. At least 12 months before a pupil transitions to the new institution, an Extended Support Team meeting is convened by the Pupil Support Co-ordinator (PSC) of the Primary School to consider the child's needs in relation to the upcoming transition.
The PSC from the receiving secondary institution will attend this EST meeting with the parents and all professionals who provide direct support to the child. Responsibility for monitoring these arrangements immediately before and after the child's transfer to the new institution is shared between the student support coordinators in both institutions.
School to Post-
Stepped Intervention Process
Key Staff: PT(Pastoral Care) or PT(SfL)Feb/March s2
2 A gradual intervention process operates within this framework, which ensures that support is measured and proportionate to the needs of children and young people. 3 Schools are responsible for coordinating the multi-agency planning required for many children and young people. 4 The transition from school to post-school education is also managed and coordinated by the educational institution, with each school having a senior leader ('pupil support co-ordinator') who is responsible for ensuring that the institution fulfills its duties under the new ASL legislation.
5 By February/March 2, the secondary school should have a clear idea of which young people will need additional support to achieve a smooth and effective transition to post-school life. 7 Between August and November in s3, the young person's lead worker arranges for these pupils and their parents to give consent for information about them to be passed on to other relevant agencies. 8 Once consent has been obtained, the KVV arranges for the list of pupils who may require additional services from other agencies to be sent to relevant services and agencies (eg Social Work, Careers Scotland, Colleges, Trainers).
9 Other appropriate agencies may then undertake appropriate youth assessment 10 An EST planning meeting takes place which. The PSP is reviewed on a regular basis until the young person transitions to after-school provision. Piloting a new model of consultation in relation to the Additional Support for Learning (Scotland) Act 2004.
Following a research study by the Educational Psychology Service, which asked children and young people about the ways they prefer to be consulted, a new consultation model was developed. The researchers identified eight key strategies that young people felt would improve extended support team meetings held to discuss their additional support needs. The implementation of these strategies should increase the effectiveness of meetings that young people attend to discuss their additional support needs.
This model was implemented in a series of consultation meetings at three schools in Renfrewshire, and evaluated using the views of key stakeholders (students, parents, school staff, visiting professionals). The findings of the evaluation confirm that this new learner-centred model had a significant positive impact on the young people involved and that other stakeholders, including parents, teachers and other professionals, welcomed this model.
Adults who have not met the young person should meet face-to-face or speak to the pupil by telephone prior to the meeting. The teacher should ask the young person's preference (e.g. attend the meeting in person, hire a lawyer, submit a letter). During the meeting, all adults should ask the young person for their suggestions, discuss conflicts, and make compromises (if appropriate).
Shortly after the meeting, the teacher or chairman must give the young person written feedback on the decisions made at the meeting. The hearing could be an informal chat or a more formal agreement with the young person. It is hoped that the young person's input is maximized by involving the young people in determining the structure of their meeting.
Ask if there is someone extra who wants to take the young person along for support. Check that the young person feels comfortable attending the meeting and expressing his or her views. Based on what the young person has told you about preferences and concerns during the.
Communicate these arrangements back to the young person so that it is clear what can be expected at the meeting. If the teacher's presence will make the young person feel uncomfortable, explain that everyone in the meeting will help them get involved. All adults attending the meeting must be asked to meet or speak with the young person before the meeting if they have not done so before.
Encourage the use of child-friendly language during the meeting to ensure that the young person always understands what is being said. Involve the young person in decisions about the outcome and the development of an action plan.
At the highest management level in institutions, the student support coordinator (or the support coordinator in the pre-5 sector) has the overall responsibility for integrated planning for children and young people with additional support needs, including monitoring and reviewing the step-by-step intervention process, student support plans and coordinated support plans. The Student Support Coordinator is also responsible for liaising with education authority staff and other agencies regarding specific resource recommendations arising from integrated planning. With the help of this process and the associated paperwork, the educational institutions can identify, plan and provide for the additional support needs of children and young people.
A group of top managers from the Education and Leisure Service and Social Work who meet to consider concrete alternative education offers for children and young people with special additional support needs. An education plan that can be prepared for children and young people with significant additional support needs due to complex or multiple factors that have a significant negative impact on their education. These children and young people need significant, direct and sustained intervention from at least one non-education agency to benefit from education.
Children and young people who have had an LSV made will also continue to have a Student Support Plan. Part of the pupil guidance plan allows for an IEP to be prepared for a pupil, if deemed appropriate. The purpose of these meetings is to review the child or young person's care plan, involving all relevant agencies, to ensure that the best interests of the child or young person are served.
Hearing children is part of the legal and social system in Scotland; its purpose is to bring together justice and the welfare of children and young people. The Children's Hearing is a lay tribunal, made up of members of the Children's Board, which is made up of trained volunteers from the public. The Act established a system of courts to hear proposals from parents and young people on matters relating to coordinated support plans.
The Code of Practice is available online at: www.scotland.gov.uk/publications/2005/. Further information is available from: Scottish Public Services Ombudsman 4 Melville Street,. http://www.asntscotland.gov.uk/. http://www.enquire.org.uk/. http://www.oaasis.co.uk/. click on the INFO SHEET tab at the top of the page).
