Additional Support For Learning Policy
SEASHELLS
NURSERY
Community Centre
Albert Road
Eyemouth
TD14 5DE
Tel. 018907 52082
Email: seashellsnursery@hotmail.co.uk
www.seashellsnursery.jimdo.com
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LAST UPDATED / REVIEWED ON |
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8th February 2017 |
Miriam Lindsay |
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21st April 2020 |
Miriam Lindsay |
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Statement of Purpose
As an Early Learning and Childcare (ELC) setting we recognise that children should be treated as individuals and equality of opportunity should be provided for all children and families. Inclusion is an entitlement for all service users and the setting recognises that everyone will benefit when all children are given the same opportunities to share in the experience of the setting. Seashells will endeavour to provide a safe and secure environment which recognises and values diversity and ensures all children should feel a sense of belonging. ELC provision must ensure equality of access for, and account for the varying needs of, all children. These needs can vary depending on a number of factors, including whether a child is disabled and/or has additional support needs (ASN), is learning English as an additional language, lives in a socio-economically deprived area, is living on a low income or has challenging family circumstances. Accessibility and inclusion are also promoted in ‘Space to Grow’ which recognises the impact of good design principles on all children, including those with ASN and disabilities. It includes examples of space to create relaxed, calm and inclusive environments for children.
Throughout this policy the term parents is used to include all main caregivers.
Complying with Legislation and National Guidance
Within the United Nations Convention on the Rights of the Child (UNCRC) and The European Convention on Human Rights (ECHR) inclusion and equality of opportunity are an entitlement for all children.
The Education (Additional Support for Learning) (Scotland) Act 2004 provides the legal framework for the provision of additional support for learning. This legislation was amended by The Education (Additional Support for Learning) (Scotland) Act 2009 and requires settings, local authorities and other agencies to address additional support needs which may arise during the course of the child’s education. The Act legislates that it is everybody’s responsibility to ensure that appropriate support is in place to enable all children to reach their full potential.
The Scottish Government’s Getting it right for every child promotes an integrated working approach ensuring the sharing of information and actions to ensure that the child’s needs are being met.
Needs of the Child
All children are different and have individual needs and learning styles. In order that all children can reach their full potential some may require additional support. This support may be long term and /or short term and progress should be monitored regularly to ensure the support being provided is appropriate. Consideration should be given to the child’s home, language, culture and community when providing additional support for learning. Additional support for learning may be necessary to extend the learning of more able children.
Role of Staff
As part of everyday practice staff will observe children and monitor their progress to assess their individual needs and interests. Staff will support children through appropriate planning and effective use of resources to ensure continuity of learning. If a child needs additional support, individual educational plans (IEP) may be set up detailing the additional support required. These plans will help support the child’s learning and development, be consistent with his or her needs, interests and stage of development and be implemented as appropriate. A record of the child’s progress will, in collaboration with the parents, be kept. The content of the record is confidential. The record will be shared regularly with parents and appropriate support and guidance offered through parental involvement and partnership. Staff should be made aware of the relevant support services available and work collaboratively with the appropriate services to ensure the child’s needs are being met.
A child may be considered for a Child’s Plan if they need significant additional support with their education. The Child’s Plan is an action plan that supports professionals and families to work together to help children achieve their educational targets. This plan is the only legal planning document in education.
Whilst children may not have an IEP or Child’s Plan, a Personal Care Plan is required for every child using a care service.
Staff should keep up to date with current legislation and attend training as appropriate.
Parents
Parents are the child’s prime educators and should be consulted and involved in all aspects of their child’s education and progress. Parents and professionals should work in partnership to ensure the child’s individual needs are being met.
How does the Additional Support for Learning Act affect Seashells?
The Act requires the local authority (SBC) to make sure that arrangements for children with additional support for learning needs can be identified, assessed and supported. The support put in place has then to be monitored and reviewed. The day to day practice of supporting the children is carried out by the setting.
Settings in partnership will be involved in all of these aspects of supporting children.
In the case of a dispute, staff may be invited to participate in mediation. Some partner settings may have children who require a Child’s Plan and staff will be involved in the process of maintaining the plan.
The Act also gives parents of children with additional support for learning needs the right to make a placing request to settings. It is for the authority to manage this but settings may be involved in discussions with the authority or with parents. Settings should be aware of the local authority’s placing request arrangements.
Other parental rights include the right to request that their child is assessed for additional support and whether or not a co-ordinated support plan is required. Parents also have the right to request specific types of assessment when the authority has agreed to start the assessment process. Settings in partnership should be aware of these and other new rights.
Monitoring of this Policy
It will be the responsibility of Miriam Lindsay, Nursery Manager to ensure all staff, including new or temporary staff, are familiar with this policy and to monitor that it is being implemented. This policy should also be brought to the attention of all parents and all professionals visiting the setting. Monitoring of the policy will be achieved through implementation and reviews of support plans in relation to the child’s goals and progress.
Links to national policy:
Health and Social Care Standards (1, 2, 3, 4, 5)
https://www.gov.scot/Resource/0052/00520693.pdf
Education (Additional Support for Learning) (Scotland) Act 2004
The Education (Additional Support for Learning) (Scotland) Acts
Getting it right for every child (GIRFEC) - The Scottish Government
https://www.gov.scot/Resource/0042/00423979.pdf
Find out more:
Enquire (advice and information about additional support for learning)
Additional Support for Learning-Education Scotland
www.educationscotland.gov.uk/parentzone/additionalsupport/index.asp
Space to Grow
https://hub.careinspectorate.com/media/549001/space-to-grow.pdf