Download Supporting Children's Learning Code of Practice PDF

TitleSupporting Children's Learning Code of Practice
LanguageEnglish
File Size2.6 MB
Total Pages232
Document Text Contents
Page 1

supporting children‘s learning

code of practice



(Revised edition)

















2010

Page 2

Acknowledgements 7

Introduction 9

Chapter 1 Summary of the Additional Support for Learning

Act
13

Functions and duties of education authorities
Powers of education authorities
Appropriate agencies

Rights of parents and young people

Chapter 2 Additional support needs 18
Legal definition of additional support needs
Benefit from school education
Looked after children and young people
What is meant by additional support?
Factors giving rise to additional support needs

Chapter 3 Meeting additional support needs 27
Introduction
Curriculum for Excellence
Getting it right for every child
Values and principles of assessment, planning, action

and review


Inter-agency co-operation
Duties on appropriate agencies
Assessment, planning, action and review
Children and young people for whose school education

the education authority are responsible


Children and young people for whose school education
the education authority are not responsible



Making provision
Planning: educational plans
Planning: agencies outwith education
Monitoring and review

Chapter 4 School attendance: rights, responsibilities and

placing requests
59

Introduction
Parents providing education
The home education authority: arrangements with

another education authority


The home education authority: arrangements with
grant-aided and independent special schools



Placing requests to a host education authority
Placing requests to the home education authority

Page 116

More Choices, More Chances

More Choices, More Chances
54

, the Government‘s strategy to reduce the

proportion of young people not in education, employment and training,

recognises key features of effective school to post-school transition:

identifying every young person
55

(in school; not attending/excluded from
school; in alternative provision) before they reach the stage where they
will be progressing beyond schooling, at a time most appropriate to their
needs, and ensuring they receive the information, advice and guidance
they need to secure an appropriate opportunity to progress post-16

where the young person has additional support needs, using the
statutory measures in the ASL Act, and the advice in the code of
practice, to ensure the arrangements for school to post-school transition
are planned well in advance; that these arrangements are clear and well-
understood by all involved

making an offer, well in advance of a young person's intention to
progress beyond secondary schooling, of a programme of learning -
which could include staying on at school as all or part of the programme
offered to them- taking into account their individual learning and support
needs and appropriate financial support

ensuring there is sufficient, appropriate provision to meet the needs of all
young people in the local area; in particular, identifying and filling gaps
between what young people want and the currently available
programmes and measures of support

supporting the transitional planning and providing continued support to
monitor and sustain positive progressions, including early warning
systems to prevent drop-out.



25. For most pupils with additional support needs, the transition process is
helped by the involvement of a lead professional to co-ordinate planning. This
might be a teacher, careers adviser, social worker, community education worker
or someone from another agency. The lead professional can then assist the
child or young person to make a smooth transition to employment, training,
further or higher education, or other services. Where a pupil has a co-ordinated
support plan, their co-ordinator should take the lead in ensuring that all relevant
agencies are brought together to plan for transition to post-school and plan for
the transfer of the lead person to someone who will effect that transfer.





54
Reference: http://www.scotland.gov.uk/Topics/Education/Life-Long-Learning/16581

55
In this quotation the term ―young person‖ refers to pupils of secondary school age. It does not

refer to ―young person‖ as defined in the 1980 Act, and as the term is used in this code, as
someone over school leaving age who has not yet attained the age of 18 years.

116

Page 117

Carrie, a 14 year old girl, has a co-ordinated support plan and attends a special

school. She requires 1:1 support to engage with those around her. She has a

profound learning disability, a visual impairment, epilepsy and is a wheelchair

user who requires regular postural changes. Carrie receives nutrition via a

gastrostomy. She enjoys a sensory curriculum and particularly likes the music

and drama class. The priorities for Carrie and her family at the transition

planning review, at which her co-ordinated support plan was also reviewed, at

the end of S3 were to ensure that once she leaves the education system she

has the opportunity to continue her personal development through meaningful

day activities/supports and therapies. Carrie will not be seeking employment.

Her social worker took on the role of the lead professional to co-ordinate the

planning for transition. It was agreed that:



Carrie should stay on at school until end of S6.

A social worker from the Children and Families team will complete a full
assessment report for Carrie in the next 6 months as this information
has not been updated for some time. This will require liaison with
Carrie‘s parents and a range of allied health professionals.

The appropriate social worker from the adult learning disabilities team
will be invited to the next review.

Carrie will be introduced to opportunities to take part in community
activities once every two weeks within her school timetable.

Her speech and language therapist will work on a personal
communication passport for Carrie over the next 6 months.

Her paediatric consultant will be asked to clarify arrangements with
Carrie‘s family for transferring support with gastrostomy care, neurology
and orthopaedics to adult healthcare within the next 6 months.

The educational objectives in her co-ordinated support plan would be
updated over the following month to take account of the arrangements
for transition planning.





Looked after children and young people

26. The Support and Assistance of Young People Leaving Care (Scotland)
Regulations 2003

56
set out particular duties placed on local authorities to

provide advice, guidance and assistance to children and young people who are
looked after or to young people who have ceased to be looked after over school
age. As well as stressing the need for education and social work staff to work
closely together to ensure that children and young people achieve their



56
http://www.opsi.gov.uk/legislation/scotland/ssi2003/20030608.htm



http://www.opsi.gov.uk/legislation/scotland/ssi2003/20030608.htm

Page 231

This service promotes opportunities to empower young people and adults with
disabilities to realise their potential in further and higher education, training and
employment.



Values Into Action Scotland VIAS

The Foundation, Fifth Floor, Merchants House, 30 George Square, Glasgow G2 1EG



Tel: 07806 282993

Email: [email protected]



VIA Scotland promotes the rights and equality of people with learning difficulties









http://vias.vanlieshout.org.uk/contact.htm
mailto:[email protected]

Page 232

© Crown copyright 2010

ISBN: 978-0-7559-9470-0 (web only)

APS Group Scotland
DPPAS10338 (08/10)

w w w . s c o t l a n d . g o v . u k

Similer Documents