1. Meeting Learners’ Needs at Cramond: How do we support our pupils?
At Cramond we follow good practice: National and local policy and legislation
Caroline Ashbrook – Depute Headteacher

2. Partnership – incredibly important
Child
School
Home
Partnership – incredibly important

3. What do we mean by support?
Child
Emotional
Academic
Social
Medical
Communication
We want all children to feel safe, happy and valued so they can learn to the best of their ability
Every Child Has Different Needs – Some require extra help and support for short periods of time. Some require it for longer periods of time, some throughout all their time in school
Inclusion – At Cramond we follow national and local inclusion policy and legislation.
Types of ‘needs’ we support:
Austism Spectrun Disorder (ASD)
is the name for a range of similar conditions, including Asperger syndrome, that affect a person's social interaction, communication, interests and behaviour.
speech and language therapy
occupational therapy
Dyslexia
Dyspraxia
Allergies – epipen, asthma training
Global delay
EAL: English as an Additional Language
Academic:
Numeracy support
Literacy/language – reading and decoding
Safe Happy Valued
Able to learn to the best of their ability

4. How do we meet our pupils’ needs?
Knowledge
Team
Process
KNOWLEDGE
Know our pupils
Build a comprehensive picture of child so we can take the right action at the right time
TEAM:
Collaboration across stages
Collaboration of all adults involved in the child’s life
Partnership with parents, carers and families
PROCESS:
Gather information from a wide variety of sources
Robust referral system in place
Identify relevant actions
Review
There is a pathway process we follow. This is explained in the next slide.

5. How do we meet our pupils’ needs?
Pathway 1
Pathway 2
Pathway 3
Pathway 4
In school – class teacher
In school – class teacher, PSA,
Support for Learning teacher, EAL
In school – class teacher, PSA,
Support for Learning teacher, EAL
outside agency
The City of Edinburgh identifies a Staged Intervention Approach following a pathway framework.
Pathways – depending upon the level of need:
-identify and support needs as early as possible
-improve confidence, self-esteem and foster independence
-remove barriers to learning
-maximise learning opportunities for all within an inclusive learning ethos
Pathway One is personalised support in the classroom.
This can be the provision of tools to support independent learning, support through environment, through differentiated planning or through a range of appropriate strategies.
Pathway Two
If difficulties persist after Pathway 1 intervention, further discussion with a member of the ASL Team in school should follow
Support from the ASL team – this can be individual or group work or team teaching supporting the class teacher. PSA led groups
Pathway Three is support from partner agencies or services
Pathway 4 – very rare. CEC – policy of inclusion
Education in a specialist
school/language unit

6. Pathway 3 – partner agencies
Children and Adolescent Mental Health Service (CAMHS)
Educational Psychologist
Community Child Health (CCH)
Speech and Language Therapy (SaLT)
Medical Outreach support
Occupational Therapy (OT)
ASL services include
Health and Wellbeing
Language and Communication
Literacy and Dyslexia Support Service (LDSS)
ICT

7. Support at Cramond Follow best practice: national and local
3 pathways in school and 1 out-with the mainstream school
Academic
Social
Emotional
Communication
Medical
Currently updating our policy document
Speak to Caroline Ashbrook, DHT for further information- - handouts available