Support for Learning

Staff

  • Mr J Hobbs – Faculty Head of Support for Learning
  • Mrs J Ray – Teacher of Support for Learning
  • Mrs A. Henry – Teacher of Support for Learning
  • Miss C. MacDonald – Teacher of Support for Learning
  • Mrs L Chrighton – Pupil Support Assistant
  • Mrs L. Wright – Pupil Support Assistant
  • Mrs T. Ritchie – Pupil Support Assistant
  • Mr C. Runcie – Pupil Support Assistant
  • Miss M. Alexander – Pupil Support Assistant
  • Mrs J. Robertson – Pupil Support Assistant
  • Mrs J. Moig – Pupil Support Assistant
  • Mrs R. Kennedy – Pupil Support Assistant
  • Miss F. Clark – Pupil Support Assistant
  • Miss C. Erskine – Pupil Support Assistant
  • Mrs D. Stockley – Pupil Support Assistant

 

Pupils can have an additional support need at any time in their life. With that in mind, what we do is underpinned by the principles of GIRFEC, Getting It Right For Every Child. We do this in three main ways:

  • Enhanced transition for pupils with additional support needs from primary to secondary school and from secondary school to further education or the world or work.
    • We will liaise with primary schools to gather information on pupils and ensure that any pupil needing additional transition is provided for. We compile confidential information on pupils so that Hazlehead staff are aware of their needs and strategies to help them cope in the secondary setting.
    • We contribute to the forward planning process so that all pupils achieve a positive destination following their time at secondary school.

 

  • Working with school staff and outside agencies to help pupils overcome barriers to learning and achieve their academic potential whilst at Hazlehead Academy.
    • We liaise with outside agencies such as social work, medical services and community services to ensure pupils with additional support needs are supported and plans are in place.
    • We ensure individual education plans are in place for pupils who would benefit from them. These contain targets and actions to ensure any barriers to learning are supported and the pupils achieve their academic potential in school. Teaching and non-teaching staff work together to support pupils in class and during planned individual and group tutorials.
    • Through the process of Additional Assessment Arrangements which is coordinated by the SQA, pupils with recognised additional support needs are assessed so that appropriate supports may be put in place for assessments. This could include readers, scribes, extra time, digital papers or a host of other supports. Evidence on this is maintained and the process is reviewed regularly.

 

  • Taking part and contributing to the continuing professional development process so that skills and knowledge are kept up to date.
    • A confidential information database on pupils is maintained so that all staff are aware of the needs of pupils and appropriate support strategies. It is the duty of all staff to be aware of this information.
    • SFL staff attend training to maintain their skills and knowledge. They contribute to the school continuing professional development programme.
    • SFL staff are available to support other staff in a consultative and advisory capacity. This often includes them being involved in the planning and delivery of the school curriculum where necessary.