Consultation on Enhanced Provision
Q: What support will the children have in the Enhanced Support class?
A: There will be up to 10 children in the Enhanced class. The class will be staffed with one full time Primary Teacher and 2 full time Learning Assistants.
Q: What qualifications/experience will the staff have?
A: Existing North Lanarkshire staff were recruited into the posts. They have relevant training and experience in supporting young people with a variety of additional support needs.
Q: Are pupils in a room with 25 other primary children?
A: This is a flexible model which enables children to experience quality inclusive learning opportunities with their partner class. These experiences may be different for each child as the needs and preferences of each child will steer the frequency and opportunities for inclusion. There is a separate, closed classroom identified for the 10 children in the enhanced support class.
Q: What if children choose not to join in with inclusive learning experiences?
A: Due to the enhanced staffing ratio, there is flexibility, personalisation and choice to the daily routine. Some children may attend learning experiences with support, while others may remain in their own classroom working with their teacher. This is managed by the skilled staff team and children are well supported on their learning journey, using the best approach to support their wellbeing.
Q: Some children lack personal safety awareness and need supervision outdoors. Will they be supervised at breaks/lunchtimes?
A: There are two Learning Assistants identified specifically for the 10 children in the enhanced support provision. The staff are with the children at breaks and lunchtimes, taking their own breaks at different, staggered points in the day.
Q: Some children cannot cope with lots of other children outside and can become distressed. Will they be out at the same time as the other children?
A: Ideally the children are out at the same time as their peers, but the staff team manage breaks according to the needs of the children. If the children require to be out at a quieter time, they support this. For some children, being outdoors at the same time as the rest of their peers may be a longer-term target.
Q: Some children find lunchtime very difficult due to their sensory needs. Do they need to eat lunch in the dinner hall at the same time as the rest of the school?
A: Individual children’s needs are taken into account and planned for by the staff working in the class. Any child who requires reasonable adjustments to enable them to eat their lunch, has the appropriate planning in place to ensure this is supported.
Q: Some children can be at risk of absconding. Will they be safe in the building?
A: The classroom has secure access/entry so that children are safe and secure in their learning environment. Any child who requires further consideration to mitigate any potential risk has a risk assessment completed by the staff, with mitigations agreed to ensure their safety and wellbeing.
Q: Will pupil’s learning be at their own level?
A: Yes, the curriculum is differentiated for individual learners. For example, some children may be working at different stages of Curriculum for Excellence ie Pre-Early Level, Foundation Milestones or Early Level. The enhanced level of support in the class will enable the children to work on individual targets from their GIRFME and also targeted communication work.
Q: Some children can become dysregulated. Are the staff able to support them?
A: The staff team have extensive experience in supporting young people with a variety of needs and have relevant training and expertise to support children with regulation while keeping them safe.
Q: Some children cannot express themselves verbally. Do the staff have experience in supporting children with similar needs?
A: Yes, staff have extensive experience in supporting young people with a variety of needs and have relevant training and expertise to support children with their communication. This includes using a variety of alternative augmentative communication (AAC) strategies and aids such as Makaton and PECS. Staff are also experienced in working with SALT to support individual learner’s communication needs.
Q: Are there visuals in the class like in a nursery?
A: Yes, the classroom is communication friendly with a total communication approach including visuals and other AAC such as Makaton and PECS.
Q: Will my child still receive NHS input in their new school?
A: NHS intervention is decided by each service within the NHS and is based on patient need. We have met with NHS partners and shared the location of the Enhanced Support Classes to enable them to plan any necessary visits/interventions required in Primary school. SALT will factor the classes into their planning for next session.
Q: How will children in the enhanced support provision be included in the wider life of the school?
A: Senior school Buddy’s come into the enhanced provision to work with the children. Children also access the playground along with their peers. Some children have chosen to attend school discos and other extra-curricular social events and activities.