West Lothian Council's support for pupils across all its educational establishments follows the continuum of support. Pupils in Connolly School Campus are all at Stage 4 of the continuum.
Who are these children and young people? | How can we Identify their needs? | How do we meet their needs? | How do we plan, implement and evaluate progress? | What documentation should be used? | ||
STAGE 1 - UNIVERSAL | Pupils whose needs are met by the class staff team. | All learners' needs are regularly reviewed through the school's monitoring and tracking processes. For example: attainment and ASN data/information, attainment meetings, wellbeing concern discussions, planning meetings, concerns raised by the child and/or parent/carer. Consideration should be given to the need for an Assessment of Wellbeing in order to identify needs and next steps. | Through classroom based differentiation if required. This may include strategies and approaches such as ASD/dyslexia friendly strategies, effective learning & teaching strategies, Restorative and Solution Oriented approaches, whole-school Nurture, Rights Respecting Schools. | School processes for planning, monitoring & tracking, profiling and reporting. | School-based planning documents. | |
STAGE 2 - ADDITIONAL | Pupils whose needs are met by the class staff team and also through targeted additional school-based intervention and support. | Through classroom based differentiation as above and also strategies such as SFL intervention, in-class support, specific literacy or numeracy interventions, Nurture Group, counselling, targeted group intervention e.g. Give Us A Break, Fizzy Fingers. Advice and consultation may be sought from support services. | School processes as above and consideration also being given to plans such as IEPs, Passports and Assessment of Wellbeing / Child's Planning Meetings. | Assessment of Wellbeing / Child's Planning Meeting outcome document (if appropriate) Passports (if used in school) IEP (if appropriate). | ||
STAGE 3 - ENHANCED | Pupils whose needs are met by the class staff team, targeted additional interventions and also through support from two or more agencies or different parts of the same agency. | As above and also through Assessment of Wellbeing and Child's Planning processes. | Children and young people at stage 3 will have in place some stage 2 strategies or interventions. Additionally they will be supported (Assessment, 1:1 input or groupwork) through partnership between the core/multi agencies:
| Stage 2 processes as above and an IEP and the Assessment of Wellbeing process will indicate that a Child's Plan is required in order to co-ordinate support. Co-ordinated Support Plans should be considered at this stage. | Assessment of Wellbeing Child's Planning Meeting outcome document Passports (if used) IEP CSP Assessment tool CSP (if required) Partner agency referrals LAC review planning documents (as appropriate) | |
STAGE 4 - INTENSIVE | Pupil needs are met through accessing an additional support needs school / base either full or part time. This could be within or outwith West Lothian. | Pupils attending Beatlie, Cedarbank, Connolly, Ogilvie, Pinewood, The Skills Centre, ASD units within mainstream schools (primary and secondary), Murrayfield Language Centre (in-reach). Other outwith Authority Special Schools as determined by SORG | Needs are met within the curriculum delivery within the Additional Support Needs (ASN) school setting. | School processes for planning, monitoring & tracking, profiling and reporting within the ASN school context. | Assessment of Wellbeing Child's Planning Meeting outcome document IEP CSP Assessment tool CSP (if required) LAC review planning documents (as appropriate) |
