Information on Additional Support Needs

Policy for additional support for learning

Introduction
North Lanarkshire Council will discharge its duties under the Education (Additional Support for Learning) (Scotland) Act 2004 amended 2009 by:

  • making adequate and effective provision for each child or young person with additional support needs, for whose education it is responsible
  • keeping under consideration the needs and adequacy of support for each child or young person with additional support needs
  • taking account of additional support needs of children in providing for school education generally
  • providing appropriate additional support for disabled children under three where the child has been referred by a health authority and has additional support needs
  • providing appropriate additional support for children three-five with additional support needs who are in local authority or partnership nurseries
  • where the child has been referred by a health authority and has additional support needs
  • putting in place arrangements to identify additional support needs and to consider if a child requires a co-ordinated support plan (CSP)
  • meeting requests from parents and acting on referrals from others (unless unreasonable) to identify a child's additional support needs or establish if they require a CSP
  • preparing a CSP if it id established that a child or young person requires one
  • when preparing or reviewing a CSP, tell parents about this, inform them of the outcome and of their rights of appeal, and provide them with a copy of the plan
  • seeking and taking account of advice and information (including informal assessments) from other agencies (eg health, social work services)
  • keeping under consideration the adequacy of each CSP and formally reviewing each CSP at least every 12 months, making appropriate adjustments
  • reviewing a CSP earlier than 12 months if there has been a significant change in the child's circumstances or if parents request this (unless the request is unreasonable)
  • publishing its policy and arrangements for identifying and addressing additional support needs, what the roles and rights of parents and children are and whom parents should contact for information and advice
  • providing independent mediation services for all parents of children with additional support needs and publishing information on these services
  • requesting and taking account of, information and advice from agencies likely to support the child when he or she leaves school and providing adequate additional support in the period up to leaving school. This must be done at least 12 months prior to the expected school leaving date
  • providing information to whichever agencies will be responsible for supporting the child/young person at the next stage of their education. This must be at least six months(when transferring between early years and primary or primary and secondary) before the point of transition to allow preparation and planning with other agencies for a continuum of support
  • providing information to other authorities within four weeks of a child/young person moving into/out of an authority

Arrangements for identifying children and young people with additional support needs and those who may require a co-ordinated support plan
The education authority has established a staged intervention model in the identification of children and young people with additional support needs. We use a wide range of approaches to support assessment and intervention and to promote effective interagency working. The staged intervention model comprises three strands. In this model, assessment is an ongoing process of gathering, structuring and making sense of information about a child or young person and their circumstances. The purpose of assessment ultimately is to help identify the actions required to maximise development and learning. Assessment is a process supported by professionals and parents. It identifies and builds on strengths whilst taking account of needs and risks.
Assessment is a dynamic process-and as a result it should not be divorced from other aspects of the child's life either in education, at home or in the community. It will usually include discussion with parents and professionals involved with the child or young person. It should build on other assessment information already available.

Participation of parents and young people in the planning process
The standards in Scotland's schools etc. act 2000 places a duty upon education authorities, where they are responsible for the education of a child or young person, to secure that the education is directed towards the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. In doing so, the education authority must have regard to the views of children and young people in regard to their education.

The education authority will seek and take account of the views of children and young people (in the case of those children and young people unable to participate, the views of their parents or appropriate adults will be sought) when they are:

  • seeking to establish whether the child or young person has additional support needs
  • seeking to establish whether a coordinated support plan is required
  • preparing a coordinated support plan
  • reviewing whether the child or young person still requires a coordinated support plan

The authority acknowledges that good communication is essential to involving children and young people in decisions about their learning and is committed to seeking and taking account of their views. In doing so, we will ensure a climate in which our children and young people can express their views clearly and with the required support to aid communication when necessary.
Forward to next page


A to Z of services