Additional Support Needs

Accessibility Strategy

The school has a duty to ensure that all our pupils have equal access to the curriculum, supported as appropriate to their individual needs. This covers not only the content of the lessons and teaching strategies but also minor adaptations to the physical environment of our buildings to address the needs of pupils with physical or sensory impairments.

Provision for Additional Support Needs: Rationale

All children and young people need the support of our education system to help them learn and to achieve their full potential. Our aspiration for all children and young people is that they should be successful learners, confident individuals, responsible citizens and effective contributors to society and at work.

Aims & Objectives

  • The underlying aim of the Additional Support for Learning Policy is to enable all pupils to achieve their natural potential.
  • To promote an inclusive approach that will meet the needs of all pupils and in turn contribute to raising levels of achievement, self-esteem and lifelong learning, establishing an inclusive network of provision for all.
  • To support individual pupils who have additional support needs using appropriate planning and recording according to establishment and authority procedures.
  • To promote partnership working with those involved in supporting children’s and young people’s learning. Children develop at different rates and gain skills and competencies on individual levels. They are provided with differentiated activities, learning intentions and success criteria appropriate to their strengths and development needs.

Many children have additional support needs, some needs are short term or transitory, others are longer-term. Additional supports enable children to access the curriculum, building on their strengths and overcoming barriers to learning.

Support plans are created in line with national and local guidance. Plans will be reviewed in joint consultation with pupils, parents/carers, class teachers and any outside agency personnel involved in supporting individual pupils. These plans and supports will be flexible enough to enable adaptation to respond to a child’s changing needs to best ensure barriers to learning are overcome. This flexibility is strongly supported by Dalreoch teaching and support staff who willingly strive to constantly update their skills to better meet the development needs of their pupils.