Policy Aims

1. Getting it Right for Every Learner in Renfrewshire: A Partnership Approach for Additional Support Needs(Draft Revised Renfrewshire ASL Act Implementation Policy)

2. Policy Aims The integration/ streamlining of Additional Support for Learning Implementation and “Getting it Right for Every Child” (GIRFEC) practices across Renfrewshire to outline an additional support for learning strategy which is consistent with the “entitlement for learning” described in a Curriculum for Excellence to address the proposals in the Children and Young People Bill, that all statutory planning and assessment relating to a child or young person’s wellbeing is appropriately integrated into a single framework and that all relevant planning activity is brought together into a “Child’s Plan”.

3. Policy Context

4. Curriculum for Excellence: Entitlement to Support Every learner is entitled to personal support to enable them to gain as much as possible from the opportunities that the Curriculum for Excellence offers. These entitlements should be the basis for detailed planning for all children and young people.

5. Education (Additional Support for Learning)(Scotland) Act 2009 the rights of parents to make out of area placing requests parental access to mediation and dispute resolution increased parental rights in respect of access to the Additional Support Needs Tribunals for Scotland (ASNTS) the provision of a new ASNTS national advocacy service looked after children and young people have additional support needs they do not require additional support education authorities must consider whether each looked after child or young person requires a coordinated support plan

6. New Policy Revisions New set of guiding principles based on the ASL Acts (2004, 2009), GIRFEC and CFE Support Planning Cycle Revised “staged intervention framework” A new “child’s plan”, called the “ELS Support Plan” which integrates/streamlines additional support for learning and GIRFEC planning More comprehensive guidance on processes to be followed at key transition points.

7. Assessment Parents, children and young people should be involved and participate at every stage GIRFEC practice model the SHANARRI wellbeing indicators “My World Triangle” Resilience matrix In line with the GIRFEC: five questions should be considered during this assessment process:   What is getting in the way of this child’s wellbeing? Do I have all the information I need to help this child? What can I do now to help this child? What can my agency do to help this child? What additional help, if any, may be needed from other agencies?

8. ELS Staged Intervention Additional support needs ESF / Support Plan TARGETED STAGE 3: MULTIAGENCY SUPPORT from education authority and partnership agencies (e.g. Social Work, Health) TARGETED STAGE 2: EDUCATION AUTHORITY Single agency supportfrom establishment & education authority Additional support needs ESF/ Support Plan Additional support needs ESF/ Support Plan TARGETED STAGE 1: ESTABLISHMENTSingle agency support from within the establishment Renfrewshire’s Children and Young People UNIVERSAL Universal planning, provision, and resources Support needs SIM Form

9. Draft ELS Support Plan Section 1 Core Record Section 2 Assessment Section 3 Action Plan Section 4 Individualise Educational Programme (IEP) Section 5 Coordinated Support Plan Section 6 Chronology Universal Stage: Staged Intervention Monitoring and Review Form

10. Definitions Extended Support Framework: The Extended Support Framework is the sum total of staff activities, structures, processes, meetings, communications and liaisons in which an educational establishment engages in order to support children and young people. Extended Support Team: Within this framework, a range of Extended Support Team meetings (ESTs) can be convened in order to address establishment and multi-agency partnership needs and demands. For targeted support, the EST is managed and led by a key senior manager (Support Co-ordinator) of the establishment who has responsibility for additional support needs across the establishment. In Renfrewshire, this person is known as the EST Case Conference : When more detailed planning is required for an individual child or young person, an EST case conference is arranged. Moreover, an EST case conference involving the parents, relevant professionals and the child/young person as appropriate should always take place before formally contacting the authority about the possibility of the need for specialist provision.

11. Definitions Stage Two EST Meeting: convened by the Authority and chaired by the Support Coordinator and will involved a Children’s Services Support Officer, relevant establishment and partner agency staff, the educational psychologist, parent(s) and the child or young person where appropriate. Education Placement Group: children and young people considered to require a specialist placement are discussed at the relevant Education Placement Group (early years, primary and secondary). A protocol will ensure the effective and efficient operation of Stage 2 ESTs and Educational Placement Groups.

12. Consultation (May to September 2013) education and leisure services staff social work staff health board staff legal services third sector / voluntary agencies parent councils ASL Tribunal For Scotland Education Scotland trade unions Parents, children and young people

13. Training The revised policy Support at the Universal Stage Approaches to inclusion ASL Revised Code of Practice GIRFEC Practice Model Assessment of risks and needs Child development Writing Support Plans / SMART targets CSP and the Validation Group Chairing multi-agency meetings Specific needs and conditions (i.e. Dyslexia / ADHD/Autism) Mental health issues Chronologies within pastoral notes ......... ......... .........