2014-06-Pupil-Support-Handbook

JAMES YOUNG HIGH SCHOOL The Pupil Support Department Handbook 2014 - 2015

comeWelcome to the Pupil Support Department.Originally comprising of three separate and independent groups of professionals in theschool, a decision was taken in 2009 to develop a new and updated service to meet theneeds of young people in The James Young High School.Since this time, an extensive overhaul of ‘in-school’ support has taken place with many newstrategies/interventions and some new members of staff making a fresh and dynamic impacton the delivery of support for young people with additional learning needs in The JamesYoung High School.Mr Des Urquhart

il Support Policy – Policy & RationaleNational & local guidelines‘Our aspiration is to enable all children and young people to develop theircapacities as successful learners, confident individuals, responsible citizens andeffective contributors to society’ A Curriculum for ExcellenceIn line with ‘A Curriculum for Excellence’ we aim to deliver a “broad and generaleducation”.We aim to deliver this with particular attention to:1) Health and wellbeing – “Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. Because of this, it is the responsibility of every teacher to contribute to this”2) Literacy – “Literacy is fundamental to all areas of learning as it unlocks access to the wider curriculum. Being literate increases opportunities for the individual in all aspects of life, lays the foundations for lifelong learning and work, and contributes to the development of all four capacities of Curriculum for Excellence”3) Numeracy – “Being numerate helps us to function responsibly in everyday life and contribute effectively to society” A Curriculum for Excellence‘Our agenda for action is built on our belief in the potential of all the youngpeople and our commitment to help each of them realise their potential’ Ambitious Excellent Schools (SEED 2004)Key aims in Ambitious Excellent Schools include; Providing choices for young people and children to realise their own potential fully. Giving teachers and schools freedom to tailor learning to individual needs. Developing personal support systems to ensure that all young people, including those in challenging circumstances, have equal opportunities to benefit from learning.

il Support Policy – Policy & Rationale (continued)    ‘The Education (Additional Support for Learning) (Scotland) Act 2004/9 offersnew opportunities to promote better life chances for all of Scotland’s children.Its key function is to ensure that children and young people who need additionalsupport to benefit from school education receive that support. Additionalsupport is defined as provision which is additional to or otherwise different fromthe provision made generally in mainstream schools’ Focusing on Inclusion (SEED 2006)Key elements of West Lothian’s holistic approach to provision of services include: Early identification of need. A coherent system of assessment. Effective coordination of planning and support. Targeting of resources. Locality planning. Regular review of support plans. ‘A Continuum of Support’ – West Lothian Council

James Young High SchoolIn line with National and Local guidelines, The James Young High School is an inclusiveschool. We aim to ensure that a robust and flexible mechanism is in place to meet theneeds of all pupils, particularly those with Additional Learning Needs/Additional SupportNeeds.The James Young High School is committed to the ‘Presumption of Mainstream Education’for all and will in every case seek to support pupils in this context. The James Young HighSchool is in every sense a Learning Community. As such we are committed to providing aneducational experience that is appropriate, meaningful, stimulating and rewarding for allpupils. Where a pupil experiences difficulties accessing the curriculum class teachers will tryto assist by differentiation of materials and approach.Class teachers can resolve many problems. This is done through creative and effectiveclassroom management. Experienced teachers through effective preparation of curricularexperiences and appropriate learning materials will anticipate some difficulties. CurriculumLeaders and Principal Teachers are key managers of this process and exercise a supervisoryrole through their departments.Some pupils will have mild, transitory needs that will require only temporary support.Others will have more significant and complex difficulties. These needs will be met withinthe James Young High School via a Learning Plan (LP), an Individual Education Plan (IEP) or aCoordinated Support Plan (CSP). This will help to target resources effectively. Fullconsultation with parents will play an important part of this process.There is an Additional Support Needs Summary (ASN) on the Shared Resources folder withall additional support needs listed for our pupils. A flagging system on Seemis alerts staffwho can access information in pupil folders via a hyperlink.Our aim  To ensure an appropriate and effective learning experience for all pupils.  To take the lead in the development of strategies and mechanisms for the provision of support for pupils with Additional Support Needs and implement GIRFEC model.  To provide information, strategies and assistance for teachers of pupils with Additional Support Needs.  To provide high quality and effective support for pupils experiencing social, emotional, behavioural and/or learning difficulties, using a staged intervention approach and the assessment of wellbeing (SHANARRI wheel).  To provide a framework for collaborative working, where staff based in the school, the cluster, and other agencies, parents and pupils work together in planning, implementing and reviewing individual support programmes;  To provide a forum for inter-agency strategic planning of the school’s Pupil Support Policy.  To provide a means of collecting data which will inform decision-making by the Local Authority, Psychological Service, Social Work, the Scottish Children’s Reporter,

Area Attendance Group (AAG) & Senior Officers Review Group (SORG) concerning the provision of support for pupils experiencing significant difficulties.The main components of the Pupil Support structure are:Depute Head (Support)PTC Support/House HeadAssistant House HeadsMonitoring & Tracking StaffPupil Support ManagerPrincipal Teacher SupportPrincipal Teachers CurriculumClass TeachersPupil Support Workers – both for learning and supportPupil Helpers (S6 programme)ParentsCommunity Education/CLD StaffCYPTSocial WorkSchool NurseSchool DoctorEducational PsychologistOther Agencies – as required including West Lothian Behaviour Support Service, Outreachteaching for Looked After Children, behaviour and health.

SE SYSTEM OVERVIEWIn The James Young High School we have changed the way we organise pupil support, and it is nowbased on a house system. This means that each pupil is allocated to a class which meets for 10minute each morning. This is known as a personal support class. Each class is linked with a housegrouping which has a House Head, an Assistant House Head and a Pupil Support Worker.It is hoped that the House team works with the same pupil from S1 to S6, and in time, pupils fromthe same family will have the same House Head. Wherever possible, the pupils are taught Personaland Social Education by their House Head or Assistant House Head.In addition, all pupils are supported by a Pupil Support Manager who provides the link with externalagencies, and a Pupil Support Worker who oversees late coming and attendance.Where appropriate, additional support is provided by the support for learning team which consistsof teachers and pupil support workers. The nurture team also works with our more vulnerablepupils.Our autism resource provides specialist support for up to 18 pupils and is also staffed by bothteachers and pupil support workers.A significant number of external agencies work with our pupils, staff and parents where this isrelevant to the pupil’s needs.All of our pupils are part of our House structure – sometimes known as a ‘vertical’ structure.The whole area of pupil support is line managed by the Depute Head Pupil Support, Mr DesUrquhart. HOUSE AB HOUSE CD HOUSE EF HOUSE GHHOUSE HEAD Ms S Colthart Ms N Jannetta Mrs G Hope Mr P CaddickASSISTANT Mrs S Hannah Dr P McGregor Miss R Ms L McFadyenHOUSE HEAD Williamson Mrs H Devine Mrs J Blackie Mrs D Hunter Mrs N MasonPUPIL SUPPORTWORKER Personal Support Personal Support Personal Support Personal Support Teachers Teachers Teachers TeachersIn session 2014/15, we will work with pupils on appropriate House names. Each House will alsohave an S6 House Captain, who, along with the Prefect Team, will report to the Head Boy and HeadGirl.

es and ResponsibilitiesDHT Support ResponsibilitiesPupil SupportManager & Team  Oversee and manage the Pupil Support Policy, monitoring, evaluation and reviewPTC Support(House Heads)/  Carry out duties of the Child Protection DMSAssistant House  Line ManagerHeads  Oversee all pastoral, attendance and punctuality issuesLearning/Support  Liaise with all external agenciesStaff  Complete LAC, Childrens’ Hearing and Attendance reviews  Play a key role in the monitoring of the Pupil Support policy  Attend Child’s Planning Meetings  Update Additional Support Needs (ASN) summary and Pupil Information Document (PID) as necessary  Manage In School support – behaviour and learning  Play a key role in the monitoring of the Pupil Support Policy during regular meeting times(on agenda)  Maintain effective communication in relation to pupils receiving any additional support e.g. parents, staff, M&T, learning support, PSM and any other relevant agencies  Identify CPD needs of staff and liaise with DHT support  Work with others to develop strategies for the promotion of positive behaviour throughout the school  Monitor pupils behaviour in all departments  Update ASN Summary & PID as required  Liaise with DHT Support, Pupil Support Manager and ASN  Progress interviews, critical interviews, liaison with parents and pupils  Set SMART targets for improvement  Follow-up interviews to monitor & evaluate targets set  Record on Seemis  Manage support for pupils with specific learning difficulties.  Undertake screening as appropriate  Contribute to the school’s Pupil Support Policy  Contribute to the assessment and review of pupils needs  Develop, monitor and review support plans i.e. IEPs and CSP’s (Autistic Resource)  Deliver appropriate forms of support  Monitor learning of pupils with specific learning difficulties including primary school(p7)  Maintain effective communication with other staff and the wider support team

ss teachers  Support pupils through co-op teaching where required  Communicate with mainstream staff re expectations ofSupportAssistants/Workers co-op teaching etcPupil Helpers S6  Update information on server of pupils with additionalParents learning needsPupilsChildren and  Take account of the confidential Additional SupportYoung Peoples Needs (ASN) information about pupils which isTeam provided to departments on the intranet and adopt support strategies as appropriateSocial WorkSchool Nurse  Communicate any concerns about individual pupils using the Wellbeing Concerns formSchool Doctor  Follow School Positive Discipline Policy  Provide support both in and out of classes as directed by Team Leader outwith class time as appropriate  As part of the support to departments, attend classes as agreed by the PT supporting pupils individually or in groups  Attend meetings as appropriate and play an active part in the process  Contact the school should there be any concerns  Keep the school informed of any matters which may affect the level of support which their son/daughter may require  Co-operate with all support given  Make the most of opportunities available through the support plan, determined at any meetings  The Manager will attend meetings as appropriate and contribute to the assessment process  Meet with PSM to discuss referrals  Accept referrals and work with pupils/families identifying and providing support where appropriate  Liaise closely with DHT support, PSM and team  Attend relevant meetings  Liaise with PSM re support requirements and issues with families  Accept referrals from PSM regarding pupils  Work with pupils regularly  Liaise with social work in the provision of support agreed  Work with staff on other areas of input e.g. Sex Education in Autistic Resource  Provide Healthy Respect Drop in and appointments as requests received  Liaise with PSM on all work  Accept referrals from the school where her assessment is required  Accept invitations to Child’s Planning meetings when

cation appropriatePsychologist  Member of core Child’s Plan teamLooked After  Provide consultancy support to school staffChildren  Attend formal and informal meetings with parentsCoordinator  Liaise closely with PSM & House Heads  Provide a service to Learning/Behaviour SupportOther AgenciesCommunity may  Co-ordinate support from PSM and Children’sinclude Police ChampionsCareers OfficerMental Health Link  All LAC reviews completed by PSMWorker  PSM to have regular contact with carers/social workCriminal YouthJustice Team  Attend Child’s Planning meetings as requestedYouth Action  Offer information and support as appropriateProject etcPupils with CSPs (mainstream education and ASD Unit) take part in multi-agency reviewmeeting annually, or more frequently if required

ged Intervention Process : Continuum of SupportLevel 1 In Class & Departments/UniversalThe teacher registers concern, and employs strategies in line with the school’s PositiveDiscipline Policy to provide support in the classroom. This may be in consultation withother staff in school (Pupil Support Team).It is also important that classroom teachers engage in CPD opportunities suited to meetingthe additional support needs most likely to arise in the classroom.Referral to Level 2 will be dependent on evidenced outcomes of targeted early interventionat Level 1which may have involved modification to the curriculum/environment.Level 2 Whole School/AdditionalIf Level 1 intervention has not succeeded in fully addressing the concerns, other school-based resources will be employed to identify and provide appropriate support. Such pupilsmay require Level 2 support, and will require on-going monitoring by the pupil supportdepartment. Parents will be more heavily involved. The relevant members of the PupilSupport Team will meet with additional relevant people and agencies where appropriate.Staff will complete a Wellbeing Concerns Form and consider a Child’s Planning Meeting. AnIEP may or may not be considered to be necessary at this point.Level 3 EnhancedAt this stage the child’s additional support needs requires targeted input from two or moreagencies.Using the Assessment of Wellbeing process and the Child’s Planning Meeting process, aLead Professional will be identified.A Child’s Planning meeting will be called at this stage using information collected.All pupils at this stage will have an IEP.Level 4 IntensiveIf level 3 intervention is not successful then progression will be made to Senior OfficersReview Group (SORG)

Pupil Support House TeamEach member of the team has responsibility for coordinating the support and progress ofthe young people in their particular house group from S1-S6.The House Heads are:House A/B: Ms S ColthartHouse C/D: Ms N JannettaHouse E/F: Mrs G HopeHouse G/H: Mr P CaddickThey are the first point of contact for staff, parents and partner agencies concerning pupilson their case-load.Whilst their primary role is one of coordinating a range of supports provided by relevantspecialist support staff they also have a range of support strategies at their disposal.Progress monitoringIn cases where the progress (academic or otherwise) of a young person is giving cause forconcern and before making a referral for specialist support or assessment his/her HouseHead may decide to monitor that pupil’s progress for a period of time.This may be achieved by a variety of means:a) Through regular monitoring of merits, demerits and referrals on Seemis.b) Via ‘daily report’ where a pupil will collect comments from his/her teachers ‘scoring’ their performance/conduct etc in classes against a number of pre agreed targets (target book).c) Via a programme of daily/weekly meetings where the House Head/Assistant House Head may act as a mentor for the young person concerned.d) Through regular contact with their personal support teacher.e) Through the Daily Nurture Programme.LiaisonThe House Head provides a universal ‘point of contact’ for all matters relating to a youngperson in their particular House group. They provide a liaison service for parents, staff andother concerned professionals.CoordinatorThe House Head is the lead professional with regards to the coordination of the ‘packagesof support’ that may be required to ensure that a young person maximises his/her potentialduring their time at The James Young High School.

House Head Team – Profiles A/B ‐ Ms Colthart joined the James Young Higher School in 2004  initially as a Computing and PSE Teacher. In 2008 she was given  responsibility for Tracking and Monitoring pupils in S5 and S6. From  October 2013 she has been in an acting position as PTC Student  Support, initially as year head for S4 and now as House Head. She is  responsibilities include the course choice programme, and self‐ evaluation.  C/D - Miss Jannetta originally joined the school as a teacher of Modern Languages, before moving into Guidance. She is now Principal Teacher Curriculum (Student Support) and as a Year Head has responsibility for all matters relating to her year group. Her remit includes the monitoring and tracking of pupil progress within her year group, developing and teaching the PSE programme.   EF – Mrs Hope joined the James Young High School in 2004 as a Biology teacher. Over the following few years she became more involved in the teaching and development of the PSE curriculum. In 2007 she joined the Year Head team taking on responsibility for the monitoring and tracking of a year group. She has continued to teach and develop PSE courses. In June 2013 she gained her PGD in Leadership in Education and is currently completing her masters. GH – Mr Caddick joined the James Young in 2003 working with the Mathematics and Home Economics Departments. In 2005 he joined the Pupil Support Team as a Year Head. He teaches in the Maths Department, is responsible for S3/4/5/6 exams and works with the Health and Well-being team. In 2009 he was awarded a P.G. Diploma in Educational Management. He enjoys watching and participating in sports and spending time with his family.

port for LearningThe principal role of the ISSD (within the ‘whole-school’ framework of pupil support) is toprovide in-school learning support. That is to provide support for pupils whose additionalneeds have been identified as falling within the remit of one of the interventions offered bySupport for Learning or have been diagnosed with a specific learning difficulty.This may be provided by means of direct support in class (e.g. Pupil Support Workers) orthrough extraction from mainstream classes and inclusion in a one to one programme or aspart of a small group setting (e.g. accelerated reading programme, numeracy group).Support for Learning also provides a number of other interventions which are designed tosupport pupils with additional learning needs. The ISSD is managed by Mrs Alison Lindsay.Learning SupportThe Support for Learning Department is committed to ensuring that children who have notachieved age appropriate levels and who may also have specific learning difficulties are giventhe opportunity to improve basic literacy and numeracy skills through the provision ofstructured intervention programmes.Mrs Alison Lindsay manages and oversees the work carried out by 2 members of teachingstaff who work in the Literacy and Numeracy Base.The Autistic Spectrum Disorder ResourceThe ASD Resource is a West Lothian Authority resource operating within and under theauspices of The James Young High School. Pupils are allocated places in line with WestLothian’s Continuum for Support and following consideration by the authorities SeniorOfficer Review Group (SORG).The capacity of the resource is 18 full time places. Pupils granted a place will usually have adiagnosis of ASD and may also have a history of other additional learning needs.SQA Assessment ArrangementsIn line with national guidelines the Support for Learning Department operates a programmeof assessment and verification with the aim of providing special assessment arrangements foryoung people at The James Young High School with additional learning needs.These arrangements will be provided with the guidelines laid down by the ScottishQualifications Authority.ConsultancyThe specialist skills of the staff of the Support for Learning Department are available to staffand other professionals in the school. This may be delivered in the form of advice orthrough a programme of team-teaching.

Pupil Support Team (Autistic resource and Support for Learning)The role of the Pupil Support Team is to support young people with an identified specificlearning difficulty to access the curriculum. Pupil Support Workers (PSW) specificallyprovide assistance to pupils who, without such support would be unable to participate fullyin classroom activities.Mrs A Lindsay           Mrs A Lindsay joined the James Young High School in April 2014 as Principal Teacher Additional Support Needs (ASN).  Having originally trained as a Biology teacher Mrs Lindsay has worked in a range of settings including Special Education Schools and as a House Head and Principal Teacher, Support for Learning in Secondary Schools.  She has a specific interest in supporting young people to overcome barriers and benefit from education.  She holds additional qualifications in ASN and Leadership.    She currently works 3 days per week, Tuesday – Thursday.                       

LITERACY AND       NUMERACY     Mr S Whiteford Mr N Allen           AUTISTIC RESOURCE              Mrs B Hair  Mrs D Kirkham  Mrs H MacNeill    Mrs S Rutherford                        Miss A Scott       Ms S Mill  Mrs M Benson   Mrs J Buchan     These Pupil Support workers primarily worked with pupils in the Autistic Spectrum Disorder Resource (ASD Resource). They are managed by Mrs Kirkham. Pupil Support workers also help with tutor group administration within the autistic resource. Additionally, they help supervise pupils within the resource at break-time, providing effective modelling of social skills to pupils as well as maintaining a positive relationship amongst peers.

Pupil Support Team (Pastoral)This team is managed by Mrs Elaine Mackie. She leads a team of eleven Pupil SupportWorkers. The team work alongside other pupil support staff and partner agencies toprovide a safe, secure and inclusive environment that will help to build the confidence andself-esteem of young people thereby increasing their chances of being able to make the mostof their time at The James Young High School.The team actively monitor attendance, late coming and peer relationships. As well as inclass support members of the team also carry out supervision duties during break and lunchtimes and are responsible for providing a ‘first-line’ medical and first-aid service whichincludes the safe keeping and administration of pupil medication where necessary.Some members are directly involved in the Nurture Programme. Pupil Support Workersalso support pupils with learning and social difficulties in the wider school, enabling studentsto access the curriculum more effectively. They also assist in supervision in the JamesYoung High School Hub (JY Hub) as necessary.The team meet and consult regularly with representatives from partner agencies includingthe school’s Educational Psychologist, Mental Health Link Worker, School Nurse/Doctor,West Lothian Drug and Alcohol Service, West Lothian’s Youth Action Project, Social WorkDept, The Children and Young Peoples Team and many others.Attendance & punctualitySometimes, for a variety of reasons a young person may have difficulty sustaining a regularpattern of attendance at school. This can have a damaging impact on his/her learning. ThePupil Support Team has at their disposal a variety of strategies to support young people insuch instances as outlined in local and national guidelines.Peer relationshipsIt is to be expected that at some point in their school career some young people willexperience difficulty in establishing and sustaining positive and supportive relationships withothers. For youngsters experiencing such challenges the Pupil Support Team provide arange of resources and strategies for support including a comprehensive anti-bullying policy.Links with Partner AgenciesThe Pupil Support Team is responsible for cultivating, monitoring and sustaining positivelinks with partner agencies including the Educational Psychology Service, the schooldoctor/nurse, West Lothian’s Drug and Alcohol Service, West Lothian’s Youth ActionProject, West Lothian Behaviour Support Service (WLBSS) and many others.First aid and medical servicesThe Pupil Support Team provides an emergency first aid service and monitor theadministration and safe keeping of pupil medicines in school.

ervisionMembers of the Pupil Support Team provide supervision in communal areas around theschool during breaks and lunchtimes. This ensures a safe and secure environment for all.The JY Hub also provides a safe and secure environment for more vulnerable young people.House Head supportMembers of the Pupil Support Team provide support for identified members of the HouseHead team.The Nurture ProgrammeThe Nurture Programme aims to provide additional support focussed primarily for S1 & S2.For additional information on the philosophy and background of this programme, pleaserefer to Nurture Programme – Team Information Pack.MeetingsWeekly team meetings are timetabled to include the House Heads, Pupil Support Managerand Depute Pupil Support.Parents with Additional NeedsAccess to meetings in school may be facilitated as noted:  Physical Impairment – arrangements put in place to access the building  Visual Impairment – a written invitation to a meeting will be supplemented by a telephone call or home visit.  Hearing Impairment – if necessary the school will provide a sign language interpreter.  English as a second language – if necessary school will arrange an interpreter via telephone link.Communication of this policy  All interested parties are consulted on this policy.  Policy is available to all staff on shared resources folder  Minutes of Child’s Planning meetings passed to those involved.  Minutes of SORG distributed to DHT, PSM, House Heads and PT Support for Learning as appropriate.Monitoring, Evaluation and ReviewWeekly meeting of Pupil Support Group held.DHT will monitor procedures regularly throughout the session.PSM will evaluate all school referrals and action (at least annually for each pupil).Action required following SORG meetings will be co-ordinated by DHT

Mrs Elaine Mackie joined The James Young High School in 2002 following the introduction of the Pupil Support Teams in West Lothian. Mrs Mackie joined the school as a Pupil Support Worker and in 2003 was promoted to the post of Pupil Support Manager.PASTORAL SUPPORT TEAM   Mrs D Hunter Mr A Crookston Mrs H Devine Mrs N Mason         Mrs J Blackie   Mrs M Sangster Ms E Kerr   Mrs R Swarbrick      The Pupil Support Team was established in 2002 to promote the removal of barriers to learning by establishing and maintaining relationships with families, communities and agencies which produce effect support strategies. The Team now consists of ten Pastoral     Support Workers and one Manager    who endeavour to ensure a safe, secureMs L Doyle Ms D Maxwell and inclusive environment that will help to build the confidence of pupils and enhance their capacity to learn.  

ture TeamA nurture group is a small class of up to 6 young people and acts as a kind of bridgebetween home and school for those students who are having a hard time in theirmainstream class.All sorts of young people join nurture groups, for all sorts of reasons. The point of thenurture group is to encourage the young person to want to go to school, to take pride inhis or her learning, and to learn and grow at a pace that is right for them. The nurturegroup also offers young people a fantastic opportunity to learn broader life lessons inaddition to their school work – from learning to sit quietly or work in groups, to makingnew friends and talk with confidence, to discovering their own talents!The amount of time each pupil spends in a nurture group at JYHS will be 3 periods perweek and will spend the rest of their time in his or her mainstream classes.Mrs Ruffles Mrs Bunce

el 1 – Additional Interventions and strategiesLearning is planned and delivered by employed at Level 1:teachers through differentiatedplanning. Departments and Faculties  Monitoring programme.will have a range of interventions  Behaviour contract.designed to provide support for  Differentiated programmes forpupils with ASN. support.Level 2 – Enhanced Monitoring  Restorative & reflectiveWhere existing strategies have notmet the needs of the pupil further interventions.help will be sought from the Pupil  Environmental intervention.Support Team and partner agencies.  Parental collaboration.  Duty Head support.  Referral to Pupil Support Dept for support and advice.  Opportunities for pupil ‘time- out’ within departments and faculties.  Referral to House Head for advice and support. Interventions and strategies employed at Level 2 (in addition and complementary to those being used at Level 1):  Pupil’s name will be added to the school’s ASN Summary.  Pupil’s case will be discussed by the Pupil Support Team who will consider enhanced interventions.  Consideration will be given to the introduction of an IEP.  Views of the parent/carer will be taken into account.  Consideration given to the setting up of a formal review meeting to include representation of partner agencies.  Consideration of a programme of assessment and screening.

el 3 - Enhanced Interventions and strategies employed at Level 3:Where a pupil requires long-termsustained and multi-agency support  Coordination of a Child’sto achieve his/her potential and Concerns Meeting to ensure astrategies at Level 1 & 2 have proved child’s plan is completed.unsuccessful referral to Depute(Pupil Support) will be made.  A programme of review will be established.  Where further resources are deemed to be required referral will be made to WLBSS.  Consideration will be given to referral to SORG.  Consideration will be given to the opening of a CSP (coordinated by Depute).Level 4 - IntensiveWhere it is considered that thepupil’s needs cannot be met withinmainstream provision alone referralmay be made to SORG forconsideration of alternativeprovision.

Pupil Support Roles & Responsibilities Level 1 – Classroom Teachers & DepartmentsPlanned differentiation, local strategies and interventions, inter-departmental strategies and programmes of studyarranged by class teachers and departments. Additional support/input from Year Heads, SfL, PST, management team and/or other support teams. External agencies may be involved. CSP/IEP/CP should be a consideration at this time. ISSD Level 2/3 – PST Teacher/direct support for House Head Coordinator Attendance, time-keeping, pastoral learning delay, difficulties & (e.g. bullying & access), links withdisabilities, behaviour management Programme of interventions to external agencies (CYPT, mental programme, counselling & IEPs. address issues such as poor health link worker), LAC. attendance, lack of engagement, punctuality, behavioural difficulties and other barriers to learning.

Overview of Staffing Structure Depute (Pupil Support) Mr D Urquhart The Support for Learning Dept House Head Team The Pastoral Support Team Mrs A Lindsay (PTS) Mrs E Mackie (PSM) House  PST PST House  PST House  PST The SfL & ASD Teaching Staff AB  EF  GH   Pupil Support Team Mrs A Lindsay SC  House  EF  GHP   PC  Mrs J Blackie Mr A Crookston CD  Mr S Whiteford (SfL) Mr N Allen (SfL) 1A  NT  NJ   1E  GB  1G  KF  Mrs H Devine Mrs L DoyleMrs M Benson (ASD) Mrs D Kirkham (ASD) 1B  MBL  Mrs D Hunter Mrs E Kerr 1C  1H  CCA/AJ  Mrs N Mason Ms D Maxwell Mrs J Buchan (ASD) Wed  Mrs M Sangster Mrs R Swarbrick 1D  NCH  1F  NW  Pupil Support Worker Team (ASD) Ms D Bunce Mrs B Hair Mrs H MacNeill 2A  RC  2C  KD  2E  CG  2G  ND  Mrs S Mill Mrs S Rutherford 2B  AR  2D  KM  2F  IM  2H  NCU  3A  PL  3C  LWT  3E  NL  3G  LT  3B  IK  3D  GR  3F  SWH  3H  RW/FA  Fri  4A  SRN  4C  NB  4E  TQ  4G  GM  4B  LC  4D  NOL  4F  PB  4H  LF  5A  KK/KPThurs  5C  MD  5E  NA  5G  RL  5B  NMO  5D  IC  5F  JE/JFR  5H  RB/AJ  on  Fri  6A  AMN  Tues     6C  NP  6E  AH  6G  LW  6D  FM  6F  ML  6H  KL