Overview, Update and Implement

1
Education (Additional Support for Learning)
(Scotland) Act 2004

• Overview, Update and Implement
• Iona McLeod
• ASL Coordinator

2
Aims of the session

• To provide an overview of the ASL Act in
  accordance with the needs of the participants
• To inform/update participants on the
  implementation of the ASL Act within the City of
  Edinburgh

3
Why a new Act?

• Social Justice and Inclusion Agenda
• Standards in Scotlands Schools etc Act 2000
• For Scotlands Children Report
• Education (Scotland) Act 1980

4
Main Provisions

• Additional Support Needs
• Duties for Education Authorities to identify and
  address needs
• Duties on other appropriate agencies
• Rights for parents
• Planning
• Resolving disagreements

5
Terminology

• additional support needs
• Support for Learning
• Support for Pupils
• partnership services and agencies (formerly
  external services)
• (CEC ASL Guidelines, Chapter 2, Section 2, page
  2.2)

6
ASL Team and models

• Early Years model
• Primary school within School Model
• Primary school within School and Partnership
  Services and Agencies Model
• Secondary School within School Model
• Secondary School within School Model and
  Partnership Services and Agencies Model
• Special School Model
• (CEC ASL Guidelines, Chapter 2, Section 3, pages
  2.4-2.5)

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Pathways of support

• Additional support needs met within the class
• Additional support needs met within the school
• Additional support needs met within school with
  input from partnership services and agencies

• Additional support needs met within a special
  placement
• Additional support needs met by partnership
  services and agencies
• (CEC ASL Guidelines, Chapter 3, Section 2, pages
  3.9 - 3.14)

8
Planning for individuals

• Planning frameworks
• supporting learning profile
• health care planning
• care plan (social work)
• additional support plan
• individualised educational programme (IEP)
• coordinated support plan (CSP)
• (CEC ASL Guidelines, Chapter 3, Section 3,
  pages 3.15 - 3.26 and Appendices 2-6)

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Supporting Learning Profiles

• Communication with Staff
• Set expectations about what the child can do
• State the role of the Allied Health Professional
  (AHP) in supporting the child
• Detail support strategies that staff should use
  to support the child
• (CEC ASL Guidelines, Appendix 3)

10
Health Care Planning

• A health care plan is drawn up for any child or
  young person who
• requires individualised care
• has a medical condition or
• is on medication which impacts on their day-
• to-day life and which requires support.
• The plan is drawn up in consultation with parents
  and the community paediatrician or school nurse.
  It is shared with all relevant staff.

11
Care Plan (Social Work)

• A care plan is drawn up for any child or young
  person who
• is looked after or
• is looked after and accommodated
• The plan is drawn up by the child or young
  persons social worker in consultation with the
  child or young person, parents, carers, school
  staff and other significant agencies or
  individuals.
• Reviews of the plan should take place after 6
  weeks, then after 3 months, then every 6 months.

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Additional Support Plan

• An additional support plan will support the
• sharing of information and ensure a consistency
• of approach for some children with additional
• support needs. It will include

• Nature of additional support needs
• Factors affecting learning
• Approaches to be used
• Learning outcomes to be achieved
• (CEC ASL Guidelines, Chapter 3, Section 3, page
  3.16
• and Appendix 5)

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Individualised Educational Programme

• An IEP will support those pupils who
• require more detailed planning and
• specific learning targets. It
• could include information from

• a supporting learning profile
• a health care plan
• (CEC ASL Guidelines, Chapter 3 Section 3, pages
  3.17-3.20)

15
Coordinated Support Plans (1)

• The following criteria must all be met before
• a CSP will be opened for a pupil

• the education authority is responsible for the
  pupils education
• the pupil has needs which arise from complex or
  multiple factors
• these needs are likely to last for more than a
  year
• significant additional support is required from
  education to meet the educational objectives
• significant additional support is also required
  from another agency

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Coordinated Support Plans (2)

• Step 1 review the pupils IEP or RoN provision
  or arrange a PSG
• Step 2 ASL team leader writes to contact person
  using Form CSP 2A
• Step 3 Contact person sends Form CSP 3 to school
  to be completed
• Step 4 Using Form CSP 3, contact person
  completes draft CSP and circulates for comments,
  prior to CSP being opened
• (CEC ASL Guidelines, Chapter 3, Section 3,
  pages 3.21-3.26 and Appendix 6)

17
Planning for Individuals - Transitions

• Changes of school
• When a pupil is a Gypsy/Traveller or Occupational
  Traveller
• When a pupil is unable to attend school due to
  prolonged ill-health
• When a pupil has been excluded from school
• From school to post-school transition
• (CEC ASL Guidelines, Chapter 6)

18
ASL Policy Development

• Krypton Primary School
• Example with headings
• Example with supporting text
• Krypton Community High School
• Example with headings and supporting text
• Glen Street Centre (Early Years)
• Example with headings and supporting text
• All above are now available on ASL website.

19
ASL website

• access via egfl home page www.egfl.net
• Click purple button in centre ASL Additional
  support for Learning
• ASL Home page - 10 menus
• Policies and guideline News and Updates
• Services and Agencies CPD
• Parents, children and young people
• Effective and Developing Practice
• Planning and Edwrite 5
• Resolving disagreements ASL Weblinks
• FAQ

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Next steps

• Establishments
• Ensure all staff are aware of the ASL Act and its
  implications
• Ensure new terminology is used
• Set up ASL team
• Develop ASL policy
• Review all school documentation and update as
  necessary

• Implementation Team
• Support establishments to implement the Act
• Agree monitoring procedures and put in place
• Further develop ASL website
• Collate examples of effective practice and add to
  ASL website
• Take feedback on use of the Guidelines