Additional support for learning involves providing extra help or support so our young people can get the most out of their education and reach their potential.
A child or young person is said to have ‘additional support needs’ if they need more – or different support – to what is normally provided in schools or pre-schools to children of the same age.
It doesn’t just apply to children who have long-term learning difficulties or disabilities. Children can need support for many reasons. Some may need a lot of support all the way through school. Others will only need a small amount for a short time.
The Support for Learning Department in Islay High School aims to support pupils identified with Additional Support Needs. Students are considered to have Additional Support Needs if they face barriers to their learning, either short-term or long-term. Support may include one-to-one tutorials on literacy or other areas, in-class support for individuals or groups, or partly or fully individualised curriculums for pupils who may not be able to access the mainstream school curriculum. Pupils with additional needs are supported within the mainstream school setting.
Learning Support Teachers
Dr Weatherhogg - Principal Teacher for Learning Support
Additional Support Needs (ASN) Assistants
Support Teachers are responsible for the development and monitoring of Support Plans, literacy programmes, additional assessment arrangements, and individualised curriculums as required. Staff also deliver individual sessions, provide in-class support for identified pupils, and communicate with parents.
ASN Assistants work with individuals, small groups and in class.
Both Support Teachers and ASN Assistants work across the Islay and Jura cluster of schools and staffing is allocated annually based on an audit of need.
In Argyll and Bute, the Getting It Right For Every Child framework is used to identify and meet the needs of young people. This process is based round the My World Triangle and SHANARRI outcomes for children (Safe, Healthy, Achieving, Nurtured, Achieve, Respected and Responsible, Included). This includes a staged intervention method to establish whether the young person’s needs can be met by the school or whether other agencies need to be involved.