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Continuum of Support

Information about WLC support for pupils across all establishments.

West Lothian Council's support for pupils across all its educational establishments follows the continuum of support.  Pupils in Connolly School Campus are all at Stage 4 of the continuum.

 

Who are these children and young people?

How can we Identify their needs?

How do we meet their needs?

How do we plan, implement and evaluate progress?

What documentation should be used?

 

STAGE 1 - UNIVERSAL

Pupils whose needs are met by the class staff team.

All learners' needs are regularly reviewed through the school's monitoring and tracking processes.

For example: attainment and ASN data/information, attainment meetings, wellbeing concern discussions, planning meetings, concerns raised by the child and/or parent/carer.

Consideration should be given to the need for an Assessment of Wellbeing in order to identify needs and next steps.

Through classroom based differentiation if required. This may include strategies and approaches such as ASD/dyslexia friendly strategies, effective learning & teaching strategies, Restorative and Solution Oriented approaches, whole-school Nurture, Rights Respecting Schools.

School processes for planning, monitoring & tracking, profiling and reporting.

School-based planning documents.

STAGE 2 - ADDITIONAL

Pupils whose needs are met by the class staff team and also through targeted additional school-based intervention and support.

Through classroom based differentiation as above and also strategies such as SFL intervention, in-class support, specific literacy or numeracy interventions, Nurture Group, counselling, targeted group intervention e.g. Give Us A Break, Fizzy Fingers.

Advice and consultation may be sought from support services.

School processes as above and consideration also being given to plans such as IEPs, Passports and Assessment of Wellbeing / Child's Planning Meetings.

Assessment of Wellbeing / Child's Planning Meeting outcome document (if appropriate) Passports (if used in school)

IEP (if appropriate).

STAGE 3 - ENHANCED

Pupils whose needs are met by the class staff team, targeted additional interventions and also through support from two or more agencies or different parts of the same agency.

As above and also through Assessment of Wellbeing and Child's Planning processes.

Children and young people at stage 3 will have in place some stage 2 strategies or interventions.

Additionally they will be supported (Assessment, 1:1 input or groupwork) through partnership between the core/multi agencies:

  • Education Services
  • Social Policy
  • Health and
  • Voluntary Sector

Stage 2 processes as above and an IEP and the Assessment of Wellbeing process will indicate that a Child's Plan is required in order to co-ordinate support. Co-ordinated Support Plans should be considered at this stage.

Assessment of Wellbeing

Child's Planning Meeting outcome document

Passports (if used)

IEP

CSP Assessment tool

CSP (if required)

Partner agency referrals

LAC review planning documents (as appropriate)

STAGE 4 - INTENSIVE

Pupil needs are met through accessing an additional support needs school / base either full or part time.

This could be within or outwith West Lothian.

Pupils attending Beatlie, Cedarbank, Connolly, Ogilvie, Pinewood, The Skills Centre, ASD units within mainstream schools (primary and secondary), Murrayfield Language Centre (in-reach).

Other outwith Authority Special Schools as determined by SORG

Needs are met within the curriculum delivery within the Additional Support Needs (ASN) school setting.

School processes for planning, monitoring & tracking, profiling and reporting within the ASN school context.

Assessment of Wellbeing

Child's Planning Meeting outcome document

IEP

CSP Assessment tool

CSP (if required)

LAC review planning documents (as appropriate)

 

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