Pupil Support Staff
|Miss Irene Stove||Principal Teacher|
|Mrs Maureen Gordon||ASN Teacher|
|Dr Sandra Millar-Weyland||ASN Teacher|
|Mrs Mary Molloy||ASN Teacher|
|Mr David Morrison||ASN Teacher (part-time)|
|Mrs Edith Morrison||ASN Teacher|
|Mr Aaron Osardu||ASN Teacher (part-time)|
|Mr Michael Christie||ASN Teacher|
Additional Support Needs – A Definition.
The majority of children and young people are able to access the curriculum without the need of additional help other than that which would ordinarily be available in the classroom by the class teacher. This is known as Universal Support.
A child or young person requiring planned extra support to allow them to better engage in their learning has ‘additional support needs’ and will require some Targeted Support.
A need for additional support does not imply that a child or young person lacks abilities or skills.
Additional support needs can be long or short term and may arise through any of the following:Learning Environment
Disability and Health
Social and Emotional Factors
Additional support may take a number of forms and come from health, social work or some voluntary organisations as well as from education.
Aberdeen City Council has a policy of Inclusion. Our definition of inclusion is:
“..the process of developing flexible systems to support the needs of all children and young people through collaborative partnership working.”
The main aim of inclusion is to ensure that children and young people with additional support needs (ASN) receive adequate and efficient provision as stated in the Education (Additional Support for Learning) (Scotland) Act 2004 and in line with The Education (Additional Support for Learning) (Scotland) Act 2004 and in line with The Education (Additional Support for Learning) (Scotland) Act 2009 (the 2009 Act).
Supporting Learners at Kincorth Academy
Universal Support is given to all of our Learners from class teachers, their house teacher and the PT Pupil Support for their House. House Teachers register attendance daily and hold learning conversations with their pupils. The PT Pupil Support teaches PSE and meets pupils individually to provide support and guidance.
Targeted Support is planned through weekly house meetings chaired by the House DHT and attended by PT Pupil Support, PT SfL, the House SFL Teacher & the Educational Psychologist.
Targeted Support from the SFL Department is based on the 5 Roles of the SfL Teacher :
Consultancy can take place in many forms: from simply giving advice to working collaboratively with individuals or departments. Effective learning and teaching strategies may be discussed and developed and suitable resources identified and made available.
At times SfL teachers teach alongside class teachers in the classroom. Clear aims are set out beforehand and subsequently reviewed. The benefits of co-operative teaching include: providing direct support to and monitoring the progress of all pupils in class; developing classroom strategies with the subject teacher and assisting in recording and assessment.
Sometimes it is helpful for pupils, individually or in small groups, to work out of class with a member of SfL staff. Also blocks of support may be given to larger groups of pupils to focus on development of specific skills.
Services to individual pupils:
The SfL Department collates information on individual pupils and is involved in further investigation should the need arise. It has responsibility for ensuring that information on individual pupils is appropriately disseminated both in school and to external agencies.
The SfL Department contributes to staff development in a variety of ways: through the sharing of insight, experience and resources; the presentation of in-service sessions; offering guidance on materials, equipment and approaches; commenting on guidelines and briefing documents and by disseminating information from courses attended.
None of these roles is carried out in isolation and each interacts with the others.
Minimum Effective Intervention
The school firmly believes that it is essential to ensure pupils have the right support at the right time. Support is regularly reviewed through house meetings and formal review meetings to ensure that the pupils are able to be as independent as possible.