East Ayrshire Support Team

Transcription

1 Contents East Ayrshire Support Team HANDBOOK EAST Handbook Page 1

2 Contents Message from Executive Director of Educational and Social Services EAST Manager s message Establishment Ethos, Vision and Values Team Information EAST Campus Security Team Calendar Staff Information Team Improvement Curriculum 3-18 Assessment and Reporting Policies and Procedures Additional Support for Learning Transition Parental Involvement Learning Community Wider Community Links Other information Disclaimer EAST Handbook Page 2

3 Message from Executive Director of Educational and Social Services Thank you for taking the time to read this handbook. In writing the following pages, colleagues are attempting to do two things. The first is to provide you with the information you need so that your child can be given access to all of the services and facilities to which they are entitled. The second purpose is to seek and promote a genuine partnership with you as the main responsible adult in your child s life. Without that partnership it will not be possible for your daughter or son to take maximum advantage of their education and so to fulfil their potential. Quite simply, we want the best for your child in exactly the same way you do. My invitation to you is that should you have any doubts about your child s progress or their entitlement to a service, then you should not hesitate to contact the school or early childhood centre. You are entitled to an explanation of anything that is of concern to you and staff will be very pleased to assist you with an answer to any question you have. All we would ask is that you do this with the courtesy that you yourself would expect. I know your child will enjoy their time with us and they will learn and progress every day. However old your son or daughter, never be afraid to ask what they were doing today and whether they were having any difficulty or problem that we, or you, can help them with. By our working together in this way, I promise that your child will succeed and will have a great preparation for life. Kindest regards Graham Short EAST Handbook Page 3

4 EAST Manager s Message I am pleased to be able to present to you the East Ayrshire Support Team (EAST) Handbook for The purpose of this handbook is to provide an insight into the aims, the organisation and the general life of East Ayrshire Support Team. EAST is made up of Core Support Team English as an additional language (EAL) Team Visual Impairment (VI) Team Early Language Centre (ELC) Hospital Education Service (HES) The team consists of teachers, and classroom assistants, and is led by myself, the EAST Manager, with the support of five Principal Teachers. EAST works collaboratively with Learning Communities and schools to provide effective support for children and young people (aged 3-18 years) with additional support needs to help them achieve their individual targets and reach their full potential. It supports the development and implementation of whole school approaches to effective teaching and learning and offers specialist support where this is required. The team contributes to East Ayrshire s support policies and procedures, develops new materials and approaches as well as supporting the implementation of relevant support strategies and initiatives. It also supports the continuous professional development of colleagues, raising awareness of a range of additional support needs and their impact on children and young people as well as providing advisory support on appropriate strategies. One of the factors which are crucial to the success of any child/young person s school life/career is positive and productive partnership working, and my hope is that this handbook will be a useful first source of information for those parents and partners who are making contact with EAST for the first time. EAST Handbook Page 4

5 EAST Manager s Message Every child of school age has the right to a school education provided by an education authority (Standards in Scotland s Schools. Act 2000) and our aim is to support schools to provide an inclusive educational environment where all children/young people can reach their potential and develop skills needed for lifelong learning. Working together we aim to provide children/young people with an appropriate and motivating curriculum and create an ethos of the highest quality that will help all children/young people across East Ayrshire to become successful learners, confident individuals, responsible citizens and effective contributors. We recognise that education should be directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential (Standards in Scotland s Schools etc. Act 2000-Section 2.1) EAST in partnership with East Ayrshire Council: Department of Educational & Social Services is committed to: Providing a choice; Maximising opportunity for all; Developing the potential of individuals; and Meeting needs through inclusion I look forward to meeting and working with our new and existing children/young people, parents/carers and schools over the coming months and years. Please do not hesitate to contact myself if you wish further details about any aspect of EAST. Catherine Rodger EAST Manager EAST Handbook Page 5

6 Establishment Ethos, Vision and Values East Ayrshire Support Team recognises the importance of positive cooperative working and aims to build positive working relationships with all partners to ensure that children/young people are supported appropriately and timeously on their lifelong learning journey. EAST is committed to provide a nurturing and inclusive environment that supports all children/young people in order to help them become successful learners, confident individuals, responsible citizens and effective contributors and reach their potential. EAST endeavours to provide an inclusive support provision where everyone is treated equally and achieves the following aims: To provide an integrated, high quality and sustainable service that supports the growth and development of children and young people who have additional support needs, supporting them towards their full potential by providing the most effective support at the earliest point To work collaboratively with schools, parents/carers, partners and children and young people to reduce barriers to learning and develop an inclusive approach to meeting additional support needs, at a local level where possible To support and contribute to East Ayrshire systems and strategic developments linked to additional support needs, taking account of national and local priorities in the delivery and development of the service To help narrow the attainment gap by raising attainment and increasing achievement of children and young people who require additional support To improve educational and life outcomes for children and young people with additional support needs by working collaboratively within the service and in partnership with stakeholders to share knowledge, practice, innovation and resources EAST Handbook Page 6

7 Establishment Ethos, Vision and Values To facilitate access to an appropriate curriculum using a range of teaching and learning strategies and resources and monitor progress, attainment and achievement through effective planning and tracking To ensure that the aims of the service support children and young people and their families across the full spectrum of ASN Promoting Positive Behaviour Staff within EAST aim to create an environment where all children/young people can learn in an atmosphere in which they feel safe and ready to learn. When working within schools we follow East Ayrshire s Respect Me Policy which would be incorporated into individual School s Positive Behaviour Policy, procedures and approaches. We work together with them to implement these effectively to meet all children/young people s needs. Within campuses, a variety of resources and strategies are in place to promote positive behaviour and we work in partnership with parents/carers and other professionals in order to ensure that the needs of children and young people with social, emotional and/or behavioural needs are met within a safe and supportive environment by: Building sensitive and respectful relationships with colleagues and young people Raising the awareness of the range of restorative approaches for dealing with challenging behaviours, for example, Circles and peer mediation Promoting a consistent approach across EAST in dealing with challenging behaviour Encouraging and supporting ALL staff to be responsible for addressing challenging behaviour Working with young people to take responsibility for the impact of their behaviour and to repair harm done EAST Handbook Page 7

8 Team Information Core Support The Core Support Team supports effective provision for children/young people through: Supporting early identification and assessment of children/young people Joint planning with colleagues to provide access to an appropriate curriculum using a range of teaching and learning strategies Targeted teaching for specific purposes Monitoring and reviewing progress of children/young people with school staff and other agencies Providing specialist support and assessment Curriculum development Staff development The Core Support Team comprises five main elements: Core allocation to schools Flexible support Intensive Support Campus class Support Re-integration Support EAST Handbook Page 8

9 Team Information Core allocation to schools The team provides an annual core allocation to each school in the authority to help support their provision for children and young people with additional support needs. EAST staff have access to a range of resources and specialised equipment which they use to provide targeted support to identified children/young people. Joint planning and liaison regularly take place with class teachers. Support may take the form of direct teaching, either in a co-op setting or through extraction. Staff can also provide support with assessment and offer advisory support on a wide range of resources and approaches. Flexible Support To help addressing need in a timely manner, EAST has a small allocation of flexible support which is accessible to all establishments in the authority. This flexible support includes: Closing the Literacy Gap Trained staff offer targeted literacy support to identified children/young people in Primary 2 and Primary 7. Currently P2 children/young people are selected through a referral process and P7 children/young people through screening. Literacy outreach Some children and young people who have literacy difficulties are able to access targeted, specialist support determined by need and available resources. Flexibility Establishments across the authority can request additional support for an agreed period. Forms of support are wide ranging. Examples include: initial set up and implementation of a Nurture class in partnership with establishment; implementation of whole school behaviour approach such as Magic ; focused piece of work as a follow on from an assessment (e.g. ELLAT, Quest). EAST Handbook Page 9

10 Team Information Flexible supports of this genre can be accessed through either: bids sent to Kirsty McKnight via your core learning support teacher through SC76 procedures - assessment meetings Intensive Support EAST staff work in collaboration with the school to help young people through any difficult periods they may be experiencing in their school life. Support will always focus on the needs of the young person and can range from individual work with the children/young people to training for the whole school staff. Campus Class Support Occasionally the needs of a child or young person cannot be met within the mainstream school environment and a move to an EAST support Campus class is agreed as the best option. This type of placement is accessed through the Authority Screening Group (ASG) when all other support at the school s disposal has been exhausted. It is generally for a time limited assessment period, usually up to six weeks. Primary children attend the EAST Nurture Class in Altonhill Campus, Kilmarnock. Young people in S1-4 attend the EAST Campus Class either in Cumnock Campus or in Altonhill Campus. Nurturing principles underpin the ethos in all EAST Campuses. While children/young people are attending a campus class, they remain on their school roll and all curricular resources are supplied by their school. Liaison between EAST staff working with the child or young person and the school takes place on a regular basis. Ideally this is done face to face and enables the uplift of curricular resources to take place, thus ensuring the child/young person keeps up to date with core class work. On occasion, the liaison may be done by telephone or . EAST Handbook Page 10

11 Team Information The purpose of the assessment period is agreed before the child or young person starts attending the relevant campus class. Appropriate assessments are carried out as and if required. This is then reviewed at the end of the agreed assessment period and next steps are identified and taken forward. Campus contact info: EAST Cumnock Academy Campus, Ayr Road, Cumnock, KA18 1EH Tel: EAST Altonhill Campus, Auchencar Drive, Kilmarnock. KA3 1QD Tel: / Re-integration Support Sometimes children/young people benefit from a short period of time away from school in one of the EAST support campus classes. When children/young people are ready to return to their home school, they can be supported by a member of EAST staff to help promote a smooth transition back into school. EAST Handbook Page 11

12 Team Information EAL (English as an additional language) The EAL team provides support for children and young people in East Ayrshire who: have little or no English have limited English appear fluent in English but are not achieving to their full potential The EAL team is made up of teachers and bilingual support assistants (BSA) who work in schools and ECCs across the authority on a peripatetic basis. They provide support within the child/young person s mainstream establishment. A Principal Teacher has first line responsibility for the EAL team. What the service does: The EAL team supports learning and teaching at all levels for children/young people in East Ayrshire whose first language is not English. It works closely with the children/young people s class and subject teachers to provide support in all curricular areas The team are able to carry out initial assessments as well as offering support with further assessment as required. It takes part in multi-disciplinary planning and review meetings where appropriate Team members undertake additional training and are able to support ECCs and schools in creating a supportive environment for children and young people whose first language is not English. The team is also able to provide advice and information on alternative courses and examinations for secondary children/young people. Close links with parents and carers are established through informal visits and discussions, open days and parents evenings. In addition, a range of materials and supports in community languages have been developed to increase support to children/young people as well as to increase parental support and involvement EAST Handbook Page 12

13 Team Information The EAL team provides CPD about strategies, advice and information regarding the learning needs of EAL children/young people The EAL team works with children and young people and their families across East Ayrshire, who come from varied cultural and linguistic backgrounds. Over 20 languages are spoken in East Ayrshire, including Polish, Russian, Tagalog, Arabic, Latvian, Chinese and Urdu. EAL children/young people are supported in over 20 establishments. Children/young people are valued as individuals and as members of their particular ethnic or cultural group. They are encouraged to recognise and acknowledge their bilingualism as a positive attribute. For further information contact: Ewin Murray Principal Teacher East Ayrshire Support Team Altonhill Campus (EAL Base) Auchencar Drive Kilmarnock KA3 1QD Tel: [email protected] Catherine Rodger EAST Manager East Ayrshire Support Team Crosshouse Campus Playingfield Road Crosshouse KA2 0JJ Tel: (55)4974 Fax: [email protected] EAST Handbook Page 13

14 Team Information Visual Impairment Team The Visual Impairment Team consists of an educational support base in Grange Academy, which has the facilities to cater for partially sighted and blind children/young people of secondary age, and a peripatetic service which supports children/young people with visual impairment within their own ECC, mainstream establishment or special school. It also offers a service to pre-3 children and their families. The service works closely with Social Work and the Community Paediatrician and has the support of an Educational Psychologist who has a special remit for V.I. What the service does: Offers specialised assessment of children and young people with visual impairment Assists school staff and educational establishments who are making provision for a visually impaired young person in their understanding and management of the visual difficulty Advises on adaptations to materials, specialist resources or strategies necessary to support children/young people Prepares or assists in the preparation of teaching materials for children/young people, including Brailed text Provides advice and training on the use of appropriate technology to support children/young people Provides a teaching or monitoring input as appropriate Participates in multi-disciplinary meetings for planning and review Works collaboratively with other agencies to provide coherent support for children and young people EAST Handbook Page 14

15 Team Information Arranges mobility training within the school environment and within the local community, organised in partnership with the Social Work Department Provides information and support to parents of the children and young people Involves the children/young people in decision making Supports the continuous professional development of staff in educational establishments The Visual Impairment Team provides support to children and young people with visual impairment in pre-school, primary and secondary educational establishments. It also makes home visits where appropriate. The Service assists schools, parents and colleagues in the assessment and management of children and young people who have visual difficulties. Referrals to the Service usually come from the Community Paediatrician or via the educational Prescat system. Educational establishments can also make referrals to the service, with parental permission. For further information contact: East Ayrshire Support Team Visual Impairment Team Grange Academy Campus Beech Avenue Kilmarnock KA1 2EW Tel: Catherine Rodger EAST Manager East Ayrshire Support Team Crosshouse Campus Playingfield Road Crosshouse KA2 0JJ Tel: (55)4974 Fax: EAST Handbook Page 15

16 Team Information (ELC) Early Language Centre The Early Language Centre (ELC) is staffed by personnel from both the Education Department and NHS Ayrshire & Arran Primary Healthcare Trust. The Early Years Language Centre Team consists of a teacher and a Senior Speech and Language Therapist. The team is supported by an Educational Psychologist. Support is provided both within the Centre at Crosshouse Campus, and by staff visiting schools and ECCs to work with the children. What the service does: Holds a multi-agency admissions panel in collaboration with Psychological Services Assesses a child s language difficulties using formal assessments and by observation within the resource or ECC Devises a personalised language programme based on the individual needs of the child to be delivered on a one to one basis or in small groups Delivers outreach support to children/young people who have left the facility, on either an individual or small group basis in the primary school Reviews child/young person s progress at regular intervals Provides transition information on transfer to primary school Holds regular discussions with class teachers to ensure that the child s learning needs are being met within the framework of a Curriculum for Excellence Contributes to school staff continuous professional development in areas related to specific language or communication disorders EAST Handbook Page 16

17 Team Information Parents and other professionals are encouraged to visit the establishment to see the programme in operation. The Early Language Centre is a provision which caters for the needs of children with a severe, specific language delay or disorder from their pre-school year until the end of Primary 3 adopting a multi-disciplinary approach to supporting children and staff in mainstream schools and ECCs. For further information contact: East Ayrshire Support Team Early Language Centre Crosshouse Campus Playingfield Road Crosshouse KA2 0JJ Tel/fax: [email protected] [email protected] Catherine Rodger EAST Manager East Ayrshire Support Team Crosshouse Campus Playingfield Road Crosshouse KA2 0JJ Tel: (55)4974 Fax: [email protected] EAST Handbook Page 17

18 Team Information (HES) Hospital Education Service During his/her school life, a young person may need to spend some time in hospital, due to illness, accident or for treatment of a particular medical condition. These admissions to hospital may be for an extended period, or for some young people, may involve frequent readmissions. The Hospital Education Service exists to offer education to young people in such circumstances and provide support emotionally as well as educationally. The service consists of one full time teacher, based in the Paediatric Ward of Crosshouse Hospital. What the Service does Provides an excellent class base where children/young people, not confined to bed, can be engaged in educational and recreational activities For those children/young people unable to attend the classroom, teaching takes place at the bedside where appropriate; a few other children/young people may join the teacher to allow discussion and social interaction for the child confined to bed Communication with parents is maintained regarding the educational progress of their children while they are in hospital Links with the base school are maintained to ensure continuity and progression of education, and consistency of approach and material used The hospital teacher works as part of a multi-disciplinary team and collaborates with colleagues from other services and agencies, including medical staff The service can keep the young person in contact with the familiar world of school, minimise the isolating effect of illness and ease the eventual process of return to school EAST Handbook Page 18

19 Team Information For further information about HES contact: Carole Kerr Principal Teacher East Ayrshire Support Team Hospital Education Service Room 127 Ward 1b Crosshouse Hospital KA2 0BE Tel: Catherine Rodger EAST Manager East Ayrshire Support Team Crosshouse Campus Playingfield Road Crosshouse KA2 0JJ Tel: (55)4974 Fax: Should you wish to comment on or make a complaint about any aspect of EAST provision, you should contact Catherine Rodger, EAST Manager in the first instance. Our aim is to resolve as many complaints as possible at the first point of contact. Catherine Rodger EAST Manager East Ayrshire Support Team Crosshouse Campus Playingfield Road Crosshouse KA2 0JJ Tel: (55)4974 Fax: [email protected] EAST Handbook Page 19

20 EAST Campus Security EAST has three campuses (Altonhill, Crosshouse and Cumnock); all visitors are asked to sign in and out using the log-in book at the reception of the relevant base. For security reasons, main doors to the buildings where children/young people are present (Altonhill, Crosshouse ELC and Cumnock) will be locked whilst the school day is in session. EAST Handbook Page 20

21 Team Calendar EAST AYRSHIRE COUNCIL First Term School Holiday Arrangements 2015/2016 Option 1 Break Teachers (In Service) Pupils return Dates of Attendance Mon Tue 17 Aug Aug 2015 Cumulative Holiday Total Cumulative Working Days Mid Term Local Holiday Local Holiday Close Teachers (In Service) Pupils return Fri Mon Fri Mon Tue 18 Sep Sep Oct Oct Oct Close Wed 23 Dec Second Re-open Thu 7 Jan Mid Term Close Teachers (In Service) Teachers (In Service) Pupils return Fri Thu Fri Mon 12 Feb Feb Feb Feb Local Holiday Local Holiday Close Fri Mon Fri 25 Mar Mar Apr Re-open Mon 18 Apr May Day Mon 2 May Third Teachers (In Service) Local Holiday Fri Mon 27 May May Close Thu 30 Jun NB Good Friday: 25 March 2016 Session 2016/2017 Teachers (In Service) Pupils return* Tue Wed 16 Aug Aug 2016 *Pupils attendance will be 190 days after deducting 5 in service days EAST Handbook Page 21

22 Team Calendar EAST Continuing Professional Development Calendar EAST offer an established CPD calendar providing quality CPD to interested East Ayrshire staff to enable them to meet the spectrum of needs of East Ayrshire s children and young people Courses on offer include: Magic - An Introduction This session, aimed at any staff working with children aged 2-12 years, will introduce Magic, a positive behaviour management programme for dealing with inappropriate behaviours in the classroom or playground. Animal Assisted Activities & Therapy in Educational Settings (N.B. A dog will be present) This session is aimed at raising awareness of:- * The difference between Animal Assisted Activities and Animal Assisted Therapies and the benefits they can offer to practitioners and learners. * The availability of AAA and AAT within the Authority. It is aimed at all practitioners. You need attend one session only. Behaviour Strategies for the Classroom Calm classrooms are surely a pre-requisite to learning? During this CPD session we will look at the key principles which can help teachers within the classroom. Book Banding This is a practical session where staff will be given the opportunity to work collaboratively to gauge the level of difficulty of a selection of books. EAST staff will be available throughout the session to facilitate. Although the books will be mainly aimed at an infant level, the session will still be of value to staff in other stages. P1-7 practitioners, secondary practitioners with interest in/responsibility for supporting struggling readers, SMT with a responsibility for literacy/additional support needs. EAST Handbook Page 22

23 Team Calendar Closing The Literacy Gap (CLG) Primary 2 This session is open to all Early Level and First Level practitioners but is particularly relevant to teachers at the Primary 2 stage. The session will commence with a brief outline setting the context followed by small group workshop/discussion. This will give colleagues the opportunity to gain an overview of the assessment process and how this is used to measure impact. Finally there will be an opportunity to learn about the format of a typical CLG lesson. A selection of resources will also be on display. Closing the Literacy Gap (CLG) Upper Transition The session is appropriate for P6-P7 practitioners, particularly those with pupils who have been selected for the intervention and SMT with responsibility for literacy/additional support needs. The session will commence with a brief outline setting the context. Colleagues will then gain an understanding of the assessment and identification process as well as how impact is measured. Finally there will be an opportunity to learn about the format of a typical CLG lesson. A selection of resources will also be on display. Critical Literacy This session will look at the use of the Blooms revised taxonomy and how its use can impact on learning opportunities to ensure that learners are challenged across the curriculum. It promotes effective questioning as a means of creating a deeper understanding through providing challenge and the encouragement of independent thinking. These opportunities can help learners to develop a set of generic or transferable skills that will help them cope with the challenges of future learning, life and work. Information will be available to help practitioners begin to reflect on how they are developing thinking skills across the curriculum with their learners. (Suitable for early years and primary teachers) EAST Handbook Page 23

24 Team Calendar DCD (Development Coordination Disorder) and Jump into Movement (JiM) This session will raise awareness of DCD/Dyspraxia and the impact it can have on pupils and provide practical strategies for working with children. This is appropriate for class teachers and classroom assistants. Dyslexia what is it and how do we address it in East Ayrshire? This session will give an introductory overview of dyslexia and show how schools and teachers can help dyslexic learners During the session we will look at: What is dyslexia? East Ayrshire s Literacy/ Dyslexia Assessment Procedures difficulties dyslexic learners may face within school while offering strategies and approaches that may make life easier for them. English as an Additional Language (EAL) (EAL) Early Years Teaching young bilingual pupils This session will give an overview of bilingualism and raise awareness of the strengths and development needs of EAL pupils in the early years. It will also offer strategies to enable EAL pupils to access the curriculum. English as an Additional Language (EAL) (EAL) Early Years (EAL) Primary / Secondary Teaching new to English pupils This session will give an overview of bilingualism and raise awareness of the strengths and development needs of EAL pupils who are new to English. It will also explore strategies for teachers to support EAL pupils in accessing the curriculum. EAST Handbook Page 24

25 Team Calendar Early Level Literacy Assessment Tool (ELLAT) This session will give a brief overview setting the context of ELLAT and showing how the tool sits alongside Curriculum for Excellence and SC 76. This will be followed by a practical session with experienced facilitators guiding staff through the screening tool and the diagnostic assessment. There will be an opportunity for staff to engage in professional dialogue to determine possible next steps following the diagnostic assessment. Highly Able Pupils This session will give a general overview of the needs of highly able pupils in the primary sector. It will also detail some effective strategies and approaches to use highly able learners as well as highlight supports available within East Ayrshire and beyond. Hospital Education Service (HES) This session will give an insight into the Hospital Education Service (HES). It will include a presentation covering: legislation, rationale, aims and provision of the HES. It will also cover school liaison and situations specific to hospital teaching concluding with a short tour of the Paediatric Unit. EAST Handbook Page 25

26 Team Calendar ILP Writing These sessions will be highly participative where there will be a mixture of presentation, activity and professional dialogue. Attendees are required to attend both sessions and are encouraged to bring an anonymised ILP. Session 1: Setting the scene Format and layout of an ILP What makes a SMART target Breaking down long term targets Session 2: What makes an effective ILP? Improving an existing ILP Plenary Language & Communication Difficulties This session is delivered by Education and Health Services. It will highlight difficulties experienced by children with a specific language impairment as well as offer strategies to support them. It will also look at normal language development and show where developmental gaps in language impinge on some children s ability to fully access the curriculum. Looked After Children (LAC) Awareness Raising for Schools These sessions aim to raise awareness of the issues around looked after children and how these can impact on learning. Participants will have the opportunity to view and discuss Craig s Story from We Can and Must Do Better. Further content will be based on areas of interest, responses, issues etc identified by participants. EAST Handbook Page 26

27 Team Calendar Massage in Schools (Peer Massage) This session will allow you to: Learn a bit about the background of the Massage in Schools Programme. Gain an understanding of the benefits of massage. Learn how the massage programme would be delivered by trained staff. Rapid Series This session covers use of the Rapid series for pupils struggling with Literacy. Most teachers will be familiar with Rapid Reading but not so with Rapid Writing and Rapid Phonics. All will be addressed in this session. The content of this course will be:- Using Rapid Readers Using Rapid Phonics Using Rapid Writing Restorative Approaches This session will look at building positive relationships with young people using restorative practice approach. What are restorative approaches? What are the key principles of restorative approaches? Why use a restorative approach? When and how can a restorative approach be used? Standard Circular 76 (SC76) This session will provide an overview of SC76 and associated paperwork and will provide opportunities for staff to engage in professional dialogue regarding SC76. This course is appropriate for all professionals supporting children/young people in East Ayrshire. Course participants should have read SC76 and associated paperwork prior to attending. EAST Handbook Page 27

28 Team Calendar Solution Oriented Approaches Overview This is the initial awareness raising session for Solution oriented approaches which have been in use in Scottish councils for around 20 years. They are now widely used across the country within educational establishments. Solution Oriented Approaches Stages Awareness Raising These sessions will look at Solution oriented applications which are widely used across the country within educational and social services as effective and focused ways of identifying positive outcomes to complex and challenging issues. Sessions will look at: 1. Individual Work 2. Classroom Based Approaches 3. SO Meetings and Implementing Change Attendees must attend the overview followed by the above 3 sessions. Supporting Gypsy/Traveller Pupils in Primary Schools This session will raise awareness of Gypsy/Traveller pupils in schools and discuss some of the issues/challenges involved in ensuring their educational needs are being met. It will also draw attention to the new G/T support pack produced by EAST which has been distributed to schools. Content will consist of: - Policy context, Referral system, Brief history of Roma Travellers and Contents of EAST G/T support pack. EAST Handbook Page 28

29 Team Calendar Supporting the Visually Impaired Child in the Classroom This session will give an insight into some of the types of visual impairment a pupil may have had and how this impacts their sight. It will also deal with some effective strategies and approaches as well as highlight supports available. Visual Stress Meares-Irlen Syndrome This session will explore Meares-Irlen Syndrome (MIS) from a sufferer s perspective. It will also raise awareness of how this condition impacts on reading development as well as cover assessment procedures. These courses run throughout the academic session and are open to all East Ayrshire staff. For further details of dates and venues and to apply please refer to East Ayrshire s CPD gateway system. EAST Handbook Page 29

30 Staff Information EAST Management Team EAST Handbook Page 30

31 Staff Information Meet the EAST Management Team Catherine Rodger EAST Manager East Ayrshire Support Team, Crosshouse Campus Playingfield Road, Crosshouse KA2 0JJ Tel: (55)4974 Fax: REMIT Specific areas of responsibility Staff Authority working groups Overall responsibility for - all service areas - all innovations Quality assurance: - overall responsibility for all service areas - overall responsibility for all innovations Responding to queries/ providing advisory support to colleagues Reporting to stakeholders Budget management Rathbone - strategic Responsibility for Health & Safety Abs management PRDs/EAGERs Advisory support Pastoral support Paperwork sampling Observation of Pupil Experiences Inclusion E.A. Kinship Care Authority Screening Group EA Supported Carers Panel EA Literacy Steering Group EA Dyslexia Steering Group Pan-Ayrshire VI Forum Child Protection Core Group EAST Handbook Page 31

32 Staff Information Kirsty McKnight EAST PT 4 East Ayrshire Support Team, Crosshouse Campus Playingfield Road, Crosshouse KA2 0JJ Tel: (55)4974 Fax: [email protected] REMIT Specific areas of responsibility Staff Authority working groups Management and coordination of - CLG (P2) - CLG (transition) - CLG + Highly Able Pupils Flexibility Management of EAST databases Core allocations - Timetabling Quality assurance: core/flexible support Quality assurance: CPD Oversee Classroom Assistant support Mentor seconded teachers Abs management PRDs/EAGERs Advisory support Pastoral support Monitor core paperwork Monitor flexi paperwork Monitor reviews of support Observation of Pupil Experiences EA Dyslexia Steering Group Early Years Collaborative CMM SfL EAST Handbook Page 32

33 Staff Information Ewin Murray EAST PT4 East Ayrshire Support Team, Altonhill Campus Auchencar Drive, Kilmarnock, KA3 1QD Tel: REMIT Specific areas of responsibility Staff Authority working groups EAL team Curricular planning and programmes (campuses) Behaviour Support: campuses & schools Quality assurance: provision in campuses Post 16 Rathbone - operational Gypsy/Travellers Oversee Classroom Assistant support Mentor seconded teachers Abs management PRDs/EAGERs Advisory support Pastoral support Monitor core paperwork Monitor EAL paperwork Monitor reviews of support Observation of Pupil Experiences Deputise Kinship Care Ayrshare - Implementation Team (EAC) - Developmental Team (pan Ayrshire) College School link Corporate Parenting Strategy Group EAST Handbook Page 33

34 Staff Information Debbie McCormack EAST PT2 East Ayrshire Support Team, Altonhill Campus Auchencar Drive, Kilmarnock. KA3 1QD Tel: REMIT Specific areas of responsibility Staff Authority working groups Intensive Support/Reintegration Curricular planning and programmes (campuses) DFS EA Dyslexia procedures Altonhill Campus (resources) Management of EAST database Resources Quality assurance: provision in bases Abs management PRDs/EAGERs Advisory support Pastoral support Monitor core paperwork Monitor reviews of support Observation of Pupil Experiences Quality assurance: core/flexible support EA Dyslexia Steering Group EAST Handbook Page 34

35 Staff Information Carole Kerr Principal Teacher East Ayrshire Support Team, Hospital Education Service Room 127, Ward 1b, Crosshouse Hospital. KA2 0BE Tel: REMIT Specific areas of responsibility Staff Working groups HES VI team ELC Advisory role: - NHS colleagues on resources and educational matters - patients /parents on educational issues Liaison contact - Scout & Guide Group - outside agencies providing workshops - Health Promotion Team - EA Activity Co-ordinator Promotion of HES Abs management PRDs/EAGERs Advisory support Pastoral support Monitor core paperwork Monitor reviews of support Observation of Pupil Experiences Quality assurance: core/flexible support Pan-Ayrshire VI Forum Pan-Ayrshire ELC Forum Paediatric and Child Health Clinical Meetings Education rep in various NHS working groups EAST Handbook Page 35

36 Staff Information Dougie Mirfin EAST PT2 (0.5 FTE) East Ayrshire Support Team, Altonhill Campus Auchencar Drive, Kilmarnock. KA3 1QD Tel: Specific areas of responsibility Behaviour Support: campuses & schools Curricular planning and programmes (campuses) Magic Co-ordinator Maths Recovery Co-ordinator Social convener Numeracy Research and Development Flexibility timetabling Outdoor education REMIT Staff Abs management PRDs/EAGERs Advisory support Pastoral support Monitor core paperwork Monitor reviews of support Observation of Pupil Experiences Quality assurance: core/flexible support EAST Handbook Page 36

37 Staff Information Louise Bain EAST PT2 (0.5 FTE) East Ayrshire Support Team, Crosshouse Campus, Playingfield Road, Crosshouse. KA2 0JJ Tel: (55) REMIT Specific areas of responsibility Staff Working groups DFS EA Dyslexia procedures CLG P2 CLG Upper transition Resources Maths Recovery professional support Management of Assessment database Abs management PRDs/EAGERs Advisory support Pastoral support Monitor core paperwork Monitor reviews of support Observation of Pupil Experiences Quality assurance: core/flexible support EA Dyslexia Steering Group EAST Handbook Page 37

38 Staff Information EAST Staff Core Support (CS) Teachers Classroom Assistants EAST Manager Hospital Education Service (HES) Teacher Classroom Assistant- as required Visual Impairment Team (VI) Teachers Classroom Assistant English as an Additional Language Team (EAL) Teachers Bilingual assistants - temporary as required Early Language Centre (ELC) Teacher (SALT) EAST Handbook Page 38

39 Team Improvement Recently we have made improvements to the service provided in a number of areas including: Magic Over the past year training was given to EAST staff, parents & teachers across the authority, including Early Years Workers, and Child Minders & Family Support Workers from EAC Social Work department. Approach to Assessment of Pupils Needs Alongside colleagues from Psychological Services, EAST were central participants in the establishment of an assessment model for East Ayrshire. This incorporated contextual, curricular and standardised assessment within a staged intervention model. EAST staff, ASN Co-ordinators and PT's Support for Learning (SfL) Secondary were trained in the new assessment procedures. EAST staff incorporated new Assessment Feedback Forms into professional meetings with colleagues in educational establishments in relation to interpreting strengths/development needs. Campus Support When pupils attend EAST Campuses their Literacy & Numeracy and Health & Wellbeing needs are addressed. A range of assessments were approved by the team using Curriculum for Excellence as a guide and by looking at best practice across the country, e.g. Boxall Profiles to develop Nurture targets and the Health & Wellbeing Web to show how children/young people perceive themselves in relation to SHANARRI indicators. This focused assessment enables staff to create appropriate, tailored packages of support for pupils. Closing the Literacy Gap (P2) In Session 2013/14, Closing the Literacy Gap (P2) support was provided by eight EAST staff. Two blocks of support took place over the session (September - December and January May) and during these blocks, each child received 3x weekly 1-1 sessions lasting around 30 minutes. A further 2 EAST EAST Handbook Page 39

40 Team Improvement staff, who had been trained the previous session, delivered the intervention to identified pupils with support from an identified mentor. Delivery of a CPD session, accessed through the Gateway, provided information about the programme and the strategies and approaches used to develop literacy skills to colleagues. In addition, engagement in professional dialogue resulted in the revision of the current referral procedures to ensure most appropriate pupils are referred and selected. Closing the Literacy Gap (Plus) The delivery of the Closing the Literacy Gap (Plus) programme was introduced last session to identified pupils in P7 who had already had Closing the Literacy Gap (Transition) intervention in P6 and had still not attained a level of functional literacy. Each pupil received weekly 1-1 intensive support session(s), focusing on further developing reading and comprehension skills before pupils transition to secondary education. Dyslexia Friendly Schools Last session saw the launch of the East Ayrshire s Dyslexia Friendly model and support pack to 27 primary schools, 1 Supported Learning Centre and 1 Special School. To support this, EAST planned and delivered 6 training session to identified key school staff on the following themes: Introduction to Dyslexia Friendly Schools; Where to Start; Introduction to Addressing Dyslexia Tool Kit; Dyslexia Awareness; Multi Sensory Learning and Learning Styles; Dyslexia at Transition; Dyslexia friendly Schools in practice (colleagues from South Ayrshire sharing their experiences). These training sessions were mirrored with EAST staff to up skill them in the relevant areas so they could support key schools with identified actions. In addition, we provided advice to key schools to support their completion of DFS self evaluation model and identify actions to help them achieve this. EAST Handbook Page 40

41 Team Improvement Dyslexia Procedures The EAST team were central participants in the establishment of East Ayrshire s new Standard Circular, Dyslexia and Literacy Assessment. This was produced in collaboration with East Ayrshire Psychological Services, colleagues from educational establishments and through dialogue with colleagues from Education Scotland and Dyslexia Scotland and colleagues in East Ayrshire educational establishments. EAST Policies, Handbook and Leaflets EAST produced an EAST Handbook incorporating information and contact details for all areas of the team and all supports provided to support the needs of children and young people across East Ayrshire. All EAST information leaflets were updated and shared with all educational establishments. Similarly, policies for all areas of the team were updated and shared with all educational establishments. ELC Strengthening Collaboration with Parents We met the needs of children in the early years who experience severe specific language impairment through strong multi agency working within both Early Years Language Centre and outreach support. In order to promote positive working relationships with parents/carers, we: increased and developed regular communication with them, introduced parents morning for outreach pupils, put systems in place to offer additional meeting for those who cannot manage to attend parents mornings, introduced Social stories and home link diaries, enhanced systems of communication through ELC mobile phone, provided flexible liaison with parents e.g. Home visits, telephone communication and distributed our monthly newsletter. We also purchased outdoor clothing thus allowing outdoor experiences in inclement weather. EAST Handbook Page 41

42 Team Improvement English as an Additional Language (EAL) New materials for new to English pupils (in both first language and English) were shared with class teachers and pupils to enhance literacy skills and the updated version of the Profile of Competence was implemented to better inform teaching and learning. The Initial Assessment was also reviewed through professional discussion at both primary and secondary level. A CPD presentation was provided to EAST Staff outlining strategies for pupils new to English and ESOL units were offered and provided to S5. EAST EAL staff worked closely over the past year with Vibrant Communities staff to encourage the parents of EAL children/young people to attend Learn English groups using the ESOL qualification. EAST staff spoke directly to parents, and worked in collaboration with Vibrant Communities staff to facilitate two open days one in Kilmarnock, one in Cumnock to encourage and motivate non- English speaking parents to become involved. Flexibility Support - Targeted Interventions following ELLAT/QUEST assessments in P1 and P3 EAST introduced targeted supports, at specific times in the session, following QUEST screening and diagnostic assessments in P3 and ELLAT screening in P1. Targeted interventions were tailored to the specific needs of the children and delivered where required, through direct teaching initiatives or using strategies which encompass identified needs in P3and P1. Gypsy/Travellers EAST set up a working group to support EAST staff and colleagues in educational establishments to carry out their duties within SC78 through the production of a Help File containing the updated SC78 (October 2013), IRAG, Learning logs, updated Educational and Social Services booklet, information leaflets for parents of children/young people from Travelling Communities and database returns for EA when children/young people from Travelling Communities are enrolled in a school. The EAST team were updated on the content of the Help File and it was shared with schools across the authority. In addition, plans were made for Gypsy/Travellers Training to be incorporated into EAST CPD Calendar. EAST Handbook Page 42

43 Team Improvement An East Ayrshire database for Travelling Communities was established and is now updated biannually or when a school shares a new child/young person s information with EAST Manager. In addition, we ran an East Ayrshire wide competition to celebrate/highlight lifestyle of Travelling Communities during Gypsy/Traveller week. HES: Interdisciplinary Learning (IDL) Commonwealth Games A Creative Learning Programme was developed which celebrates the values of the Commonwealth enabling children and young people to learn together about how to be active, responsible global citizens as part of the Commonwealth family. Highly Able Pupils A support pack to support Highly Able Children for practitioners in EAST and colleagues in the Early Years/primary sector was produced and was circulated to all Early Years /primary establishments. Training/professional dialogue took place with EAST staff regarding the support pack and a CPD session on supporting highly able pupils was made available on EAST CPD Calendar for colleagues across the authority. ILPs Members of the EAST team completed a bank of smart targets for literacy and numeracy at early, first and second level in relation to Curriculum for Excellence experiences and outcomes. Targets were shared with Head teachers at an East Ayrshire conference and were greatly received. Targets were sent out across the authority. Looked After Children EAST staff work in collaboration with colleagues in schools to offer support if required to LAC pupils. EAST staff made regular contact with Children s House staff to ensure that children/young people were able to access the curriculum and to develop plans for those not engaging with mainstream education. EAST Handbook Page 43

44 Team Improvement Maths Recovery Eighteen EAST staff have now been trained in the delivery of Maths Recovery, have familiarised themselves with the programme and carried out additional professional reading. Some members of the team have also assessed and allocated blocks of Maths Recovery support to targeted pupils in school. The Maths Recovery working group within EAST are currently developing the programme in order to use it to its full potential to meet the needs of children and young people in East Ayrshire. Motor Skills Programme (JiM) An EAST working group (in liaison with OT colleagues in NHS Ayrshire & Arran) developed an East Ayrshire Motor skills Programme: Jump into Movement (JiM) for use by EAST staff and colleagues in educational establishments to support pupils with fine/gross motor skills difficulties or those identified as benefitting from it. Solution Oriented Approaches Since September 2013 EAST have trained their own staff in SOA and have offered training to all EAC education staff as part of the CPD Gateway. All Authority Screening Group (ASG) meetings (SC76) are now chaired using the SOA format and EAST Core Support (Behaviour) have incorporated the principles of SOA into their initial assessment when supporting in schools and use this to work with the class teacher in identifying the problems in order to build capacity within establishments. EAST has worked closely with Psychological services to highlight the approach within schools. This has allowed solutions to be sought, especially for difficult cases, but has also allowed senior managers in schools the opportunity to see SOA working in practice. EAST Handbook Page 44

45 Team Improvement Visual Impairment More robust systems were put in place for referral and tracking of pupils with a visual impairment and a new embosser was purchased and is now being utilised to transcribe individual resources for pupils requiring it. Books for All was also accessed regularly to help support pupils. One teacher and a classroom assistant developed their Braille skills resulting in the CA passing their Grade 2 Braille exam and the teacher passing Grade 1 Braille exam and commencing the Grade 2 training. VI staff developed stronger links with Dominic Everett Education and Family Services Manager RNIB. They also attended Ayrshire and Arran Sensory Impairment Development Group and were involved in Ayrshire & Arran Sensory Plan Engagement Event. In addition, they improved collaboration with the Hearing Impairment Service within Grange Academy and jointly sent staff to the conference Equality for All Ethnic Minorities and Sensory Impairment. EAST Handbook Page 45

46 Team Improvement Plans for further improvement of team include: Assessment To up skill new staff in relation to Health & Well Being assessments and procedures to address the H&WB needs of disengaged children/young people in campus placements and those targeted in mainstream settings. Closing the Literacy Gap (P2) To ensure sustainability of CLG (P2) by building capacity in EAST, through in-house training to targeted EAST staff by colleagues experienced in CLG (P2). Dyslexia Friendly Schools To support East Ayrshire primary schools that have incorporated Dyslexia Friendly Schools Bronze Award in their Improvement Plans to work towards successful completion of this award. To develop and roll out a model of Dyslexia Friendly Schools in secondary schools, alongside PTs SfL. Dyslexia Procedures East Ayrshire s new Standard Circular, Dyslexia and Literacy Assessment, to be finalised and shared across the authority. Training to be provided to support all staff in educational establishments to follow the procedures and meet children/young people s needs. ELLAT Administering a meta-analysis of ELLAT data to ensure early identification of pupils at risk. Ensure the ELLAT is fit for purpose through collaborative working with ECCs/schools/ Educational Psychologists/EYC Programme Manager and amend appropriately. Develop bundles in collaboration with designated EA colleagues to raise attainment for P1 pupils with literacy difficulties EAST Handbook Page 46

47 Team Improvement Gypsy/Travellers To ensure that all East Ayrshire staff are following SC78 to support travelling communities and, where required, using the Gypsy & Traveller support pack shared. Gypsy/Traveller database to be updated throughout the session. Access to CPD for all regarding above. Provide opportunities to celebrate the Gypsy/Traveller community- Year two of EA wide competition to celebrate the culture of G/T community (May/June 2015). ICT To up skill all staff on ICT currently within the EAST inventory. To investigate effective use of ICT to support children and young people with ASN. To access training for staff on specific resources/software. Maths Recovery EA model of Maths Recovery established and rolled out across the authority. Motor Skills Programme (JiM) East Ayrshire Motor Skills support pack (JiM) to be used across the authority by EAST/school staff to improve gross/fine motor skills of identified children/young people OLEA To develop an EAST Outdoor Learning Programme and share our activities with schools Solution Oriented Approaches To further support and roll out, alongside Educational Psychological Services, solution orientated approaches in EAST and across East Ayrshire. EAST Handbook Page 47

48 Team Improvement Supporting Attendance To develop a programme across EAC to support pupils to re-engage with education Creatively Engaging the Disengaged. Identify multi agency working to increase the level of school attendance by each participating pupil. Develop, document and share best practise in tackling non-attendance. Develop and nurture relationships between school, pupil and parent/carer. To develop a greater understanding and increased awareness in how to effectively manage and support non-attenders. Increased level of confidence by each participating pupil. Each young person will be encouraged to determine their own desired outcomes. EAST Handbook Page 48

49 Curriculum 3-18 The Curriculum in the Campuses We believe that children/young people learn best when they are motivated and the role of the EAST Campus teacher is to lead the children/young people in offering a curriculum that is stimulating and is appropriate to their individual intellectual and emotional needs, as well as taking account of their developmental and chronological age. As children/young people attending EAST Campus classes will only be in attendance for a short period of time it is important that they are kept on a par with the curriculum they would have been accessing in school to provide as smooth a transition back to school as possible. Literacy, Numeracy and Health and Wellbeing are the core subject areas that are supported but individual needs and preferences will be taken into account when planning and implementing each child/young person s individually tailored curriculum. The full participation of the partner establishment is crucial in this process as they are responsible for collating and providing the relevant resources and plans to ensure this process can be realised. Teaching approaches should be well matched to the children/young people s learning needs and, where possible, preferred learning style. Any information gleaned during the time within the campus that can help support children/young people when they move back to their mainstream classes will be shared with our colleagues in schools. There are times when children/young people may undertake learning in some of the more sensitive aspects of the curriculum such as sexual health and relationships, drugs awareness etc. When such work is planned, we will endeavour to keep parents informed. N.B. Parents have the right to withdraw children from religious education and services. If they wish to do so, the EAST Manager or PT4 responsible for EAST Campus classes should be informed in writing. EAST Handbook Page 49

50 Assessment and Reporting EAST work in conjunction with base schools to assess and monitor children/young people s progress. EAST have a bank of assessments which can be utilised to assess Literacy, Numeracy and Health and Wellbeing needs of children/young people to help plan next steps and remove barriers to learning. The purpose of assessment is To support and maximise development and learning To give assurance to parents and others about learners progress To provide a summary of what learners have achieved To inform future improvements Within EAST and indeed across all educational establishments within East Ayrshire, assessment is seen as an ongoing process of gathering, structuring and making sense of information about a child or young person, and his/her circumstances. Assessment is a dynamic process with the child or young person at the centre. As a result it should not be divorced from other aspects of the child/young person s life either at school, home or in the community. It will usually include discussion with parents and professionals involved with the child or young person, for example, class teacher, support for learning staff, Speech and Language Therapist. It should build on other assessment information already available. It may involve observation in one or more day-to-day situations and/or individual work with the child or young person as required and should take account of the views of the child or young person. EAST Handbook Page 50

51 Assessment and Reporting The triangulation approach to assessment is one which EAST utilises: By using the process known as triangulation, we can obtain data from a number of different sources; thereby ensuring sufficient data is collected in order to gain a rich picture of the problem. By collecting data from multiple sources, we can verify the data we collect against each other thus increasing the likelihood of an accurate picture of the problem. This makes the process more reliable & valid, reducing the likelihood of relying on a one off, a test or on one person s opinion. Above all, assessment needs to meet learners needs and enable all learners to achieve aspirational goals and maximise their potential. Assessment practice should follow and reinforce the curriculum and promote high quality learning and teaching approaches. It needs to support learning by engaging learners and providing high quality feedback and approaches should be proportionate and fit for purpose. EAST Handbook Page 51

52 Policies and Procedures EAST has policies for the different teams offering support for the spectrum of needs of children and young people in East Ayrshire. In addition, we also have Information leaflets for our different teams. These include: Core Support EAST Campuses Hospital Education Service (HES) Visual Impairment Team (VI) English as an Additional Language Team (EAL) Early Language Centre (ELC) Dyslexia Guidelines Dyslexia Friendly Schools (DFS) EAST Handbook Page 52

53 Additional Support for Learning EAST plays a central role in supporting the spectrum of ASN through SC76. The team works collaboratively with Learning Communities and schools to provide effective support for children and young people (aged 3-18 years) with additional support needs to help them achieve their individual outcome based targets, reach their full potential and ensure they are safe, healthy, active, nurtured, achieving, respected, responsible and included. EAST supports the development and implementation of whole school approaches to effective teaching and learning and offers specialist support where this is required. The team contributes to East Ayrshire s support policies and procedures, develops new materials and approaches as well as supporting the implementation of relevant support strategies and initiatives. It also supports the continuous professional development of colleagues, raising awareness of a range of additional support needs and their impact on children and young people as well as providing advisory support on appropriate strategies. The role of the EAST Teacher The role of EAST is to support children/young people using the GIRFEC vehicle to remove barriers to learning, enabling children/young people to access rich relevant learning experiences. Ways this is achieved include: Teaching co-operatively with class teachers Direct teaching of individuals, groups or classes for a planned support purpose (this does not include absence cover) Completing and regularly updating and reviewing of team paperwork Working with school staff in the preparation of Action Plans/ Individual Educational Plans/ Co-ordinated Support Plans Advising teachers in the selection of appropriate methodologies approaches and resources Staff development Planning and developing differentiated materials and resources Liaising with outside agencies Activities to ensure progress and attainment for all children/young people EAST Handbook Page 53

54 Additional Support for Learning Consultation and joint planning with school staff Assessment Working Practice The EAST Team can offer: Consultation setting realistic targets materials groupings methodology topic approaches Teaching co-operative teaching direct individual tuition small group work project work Assessment observation screening diagnostic Resources individual programmes of work differentiated materials alternative materials computer programs development of school resource base Staff Development provide in-service training on: computer based learning record keeping specific learning difficulties ASN paperwork and procedures teaching methodology of reading, spelling etc Liaison Psychological Services Sensory Impairment Services Bi-lingual Support Service Pre-5 Support Speech Therapists/Occupational Therapists Parents/Carers ECC/Primary/Secondary Communication Centre Hospital Education Service EAST Handbook Page 54

55 Transition EAST supports the Government s approach to GIRFEC (Getting it Right for Every Child). This means that if a child/young person needs support then, where possible, there will be one co-ordinated assessment and one plan for that child/young person. When a child/young person spends time within the Campus class, HES or the ELC, EAST staff will work closely with the child/young person s base school/ecc to ensure as smooth a transition as possible between educational establishments. Open lines of communication between children/young people, parents and staff will be a priority to ensure children/young people s needs are effectively met and a continuity of support is maintained. Transition from primary to secondary school is a crucial time for all children/young people not least those with additional support needs. EAST staff in conjunction with the children/young people s base establishment will endeavour to ensure all relevant information is passed on to the relevant secondary establishment and aid as smooth a transition as possible for children/young people. For children/young people with SEBN and in receipt of outreach support, we can offer an intensive outreach support package for the initial few weeks of secondary school where required in order to help settle them into their new environment and ensure all staff are aware of how best to support these children/young people to help them reach their potential and maintain their mainstream educational placement. EAST Handbook Page 55

56 Parental Involvement Parents are seen as key partners in the education of their child and EAST staff value their support in this process. EAST core support staff are available at parent s evenings within schools to report to parents/carers, details of how to access appointments can be sought from individual establishments. When children/young people are in receipt of SEBN support, regular review meetings take place to review your child s support plan and your participation in these meetings is valued and encouraged. EAST Handbook Page 56

57 Parental Involvement Each academic session EAST facilitates Forums with a varying focus/theme. These occur annually and have two venues within the one week, one being in the north of the authority and the other in the south in order for us to reach as many parents of children/young people with ASN as possible. Over the last few years, the focuses have included An Introduction to East Ayrshire Support Team, Dyslexia Friendly Schools and Magic. In addition to the short presentation at the beginning of the forum, a range of displays, resources and staff from different areas of the team are available for interested parents/carers This enables parents/carers and interested parties to talk to staff about areas of interest to them. These stalls have included: CLG (Closing the Literacy Gap) DFS (Dyslexia Friendly Schools) EAL (English as an Additional Language) Early Language Centre (ELC) Highly Able Hospital Education Service (HES) ILP s ICT Resources Massage in Schools Maths Recovery Motor skills / JiM Restorative practices Solution Oriented Approaches VI (Visual Impairment Service) Magic EAST Handbook Page 57

58 Parental Involvement Absenteeism If your child attends one of the Campus classes and appears unwell before coming to the establishment, consider carefully whether to send him/her. If your child is too unwell to attend, please contact the Campus reception by telephone as soon as possible. If your child is to be dismissed early for any reason, e.g. for a dental appointment, then the Campus reception must be informed by the parent/carer and details of the arrangements to be made for the children/young people given. Parents from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements will be considered. Appropriate requests will be granted on not more than three occasions in any one school session and the children/young people noted as an authorised absentee in the register. If a child/young person is absent with no explanation from the parent, the absence will be recorded as unauthorised. EAST Handbook Page 58

59 Learning Community Learning Community Learning Communities bring together Early Childhood Centres, primary schools, special schools, and secondary schools along with Vibrant Communities, Health and Social Services to plan for services and improve outcomes for all children and young people. The principal purpose of the learning community is to ensure that services are better co-ordinated in order to meet the spectrum of needs of children/young people and raise attainment. Learning Communities support the government s approach to GIRFEC (Getting it Right for Every Child). This means that if a child/young person needs support then, where possible, there will be one co-ordinated assessment and one plan. East Ayrshire Support Team works across East Ayrshire in collaboration with all agencies involved with children/young people as part of a co-ordinated approach to effectively deliver appropriate and timely support to ensure they can overcome the barriers they are experiencing to reach their potential. EAST Handbook Page 59

60 Wider Community Links EAST have representatives in the following Authority wide groups: (ASG) Authority Steering Group Ayrshare Corporate Parent Strategy Group Early Effective Intervention For Children And Young People Who Re-Offend Early Years Collaborative Group East Ayrshire Numeracy Steering Group East Ayrshire Multi-Agency Learning Rounds Kinship Care Literacy Steering Group Lead Dyslexia Friendly school initiative alongside psychological services Supported Carers EAST Handbook Page 60

61 Other Information Contact Details Executive Director of Educational and Social Services Graham Short, Executive Director of Educational and Social Services East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Acting Head of Schools Alan Ward, East Ayrshire Council, Educational and Social Services Department Council Headquarters, London Road, Kilmarnock KA3 7BU Head of Community Support Kay Gilmour, East Ayrshire Council, Educational and Social Services Department Council Headquarters, London Road, Kilmarnock KA3 7BU Spokespersons for Lifelong Learning Councillor Eoghann MacColl and Councillor Stephanie Primrose East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU Local elected members for ward East Ayrshire Council, Council Headquarters, London Road, Kilmarnock KA3 7BU EAST Handbook Page 61

62 Disclaimer Although this information is correct at time of publication, there could be changes affecting any of the matters dealt with in the document: before the commencement or during the course of the school year in question in relation to subsequent establishment years EAST Handbook Page 62