Early Intervention Doreen McPhail Education Officer.

Early Intervention

Doreen McPhail Education Officer

Backdrop of legislation

West Lothian Council ‘Focus on Inclusion’ 2007

Journey to Excellence 2007 Education (Additional Support for Learning)

(Scotland) Act 2004 – amended 2009 Recommendations by HMIE Improving

Scottish Education 2009 West Lothian Council – Equality Officer.

Equality Act 2010.

Inclusion where are we now? Inclusive schools demonstrate

equality Real Inclusion is based on core values The starting point ‘What can my staff

do to ensure that this child or young person succeeds in our school ?’

Demonstrated action and words Legal framework and process of

appeals and tribunals.

“I can’t meet their needs in my school. Can I ?”

Blind Severe learning difficultyProfoundly deaf Moderate learning

Autistic Downs Syndrome

Disabled Muscular Dystrophy Dyslexic Aspergers Global delay

Challenging behaviourEAL LAC Complex needsLanguage delay

Inclusion, Equality and Diversity What have we achieved ? Schools have improved and enhanced the achievement

of our most vulnerable learners, to address purposefully issues of equality and diversity.

Determination to tackle underperformance in meeting the needs of each individual learner.

Determination to treat all children equally. These schools ensure a strong sense of equality and fairness and actively promote inclusion.

The Education (Additional Support for Learning) (Scotland) Act 2004 brought in a broader definition of additional support needs, and an emphasis on inclusive practices and the need to involve parents and pupils in discussions of how learning needs should be met. MUST DO.

Reflection Curricular design of learning packages for pupils with

significant need. How do you ensure that pupils with significant needs

are successful ? Progression beyond early?

Curriculum for Excellence is a curriculum for all. Critical, creative thinking skills and strategies Transferable skills for life and work Aware of varying learning styles making good use of

technology Attributes, capabilities and skills underpinning the

four capacities of Curriculum for Excellence

We need to align curriculum area outcomes that support the integration of the IEP into the learning sequence. Practical, meaningful and worthwhile.

Provide an organisational structure to support integrated, flexible planning for pupils. ( the principles of successful transition )

Finite PSW resource. How is this best managed?

Learning outcomes-all children Teachers must be creative and design contexts for learning

and lessons, which will motivate, capture the interest of pupils and impact on learning.

Understand the barriers to a pupil’s learning, identify and address.

Build on prior learning and ensure appropriate pace and challenge. High expectations.

Ensure pupil progress is continually monitored and tracked Link teaching and sequence activities to allow pupils to gain

knowledge and understanding through connecting, applying and transferring skills

Give pupils the independence to use skills they need to succeed

Adapt organisations for learning, adapt the environment to meet the needs of the pupil. Outreach services.

Evaluate and share next steps with the pupil, parents and key staff.

Essential practiceAssume that all children and young people

can be educated in your school

Use the expertise of other professionals at the earliest possible stage

Make parents feel confident in your ability to bring colleagues together to help support their child.

Eliminate negative comments.

Outreach Services

Service reviews Rationalise and ensure consistency

of service delivery to all schools Heads of services working party Valuable resource requires to be

deployed effectively Feedback to Head teachers

Extending Locality provision Cluster nurture base in Uphall serving the

Broxburn area Nurture base in Whitburn Academy Consultation for a class S4 - 6 from Cedarbank

to be established in Armadale Academy August 2011. Providing more opportunities for social inclusion and to prepare pupils for transition to college and to work.

Current provision - Cedarbank, Beatlie and Pinewood Special Schools, Pinewood special classes based in Polkemmet Primary, ASD ( St Kent’s, James Young, Balbardie and Dedridge ) Burnhouse Campus and Ogilvie Campus. Murrayfield Language Centre.

Special Education Blackburn ASD Class Murrayfield Language class for children in P1,

P2 or P3 for a short term placement. P4-7 class for children with an exceptional profile.

Pinewood School – new extension – still at capacity

0.72% of pupils in West Lothian are in Beatlie, Pinewood and Cedarbank

0.85% including Ogilvie and Burnhouse Places are for children who need them

Early Years Assessment

Early years process 190 referrals - 40% inappropriate Early intervention in the Nursery Common understanding and

shared language. Clear criteria for special schools

and this will be applied rigorously.

Draft Criteria – Pinewood School For pupils with severe additional support

needs. Complex profile which will include severe learning difficulty combined with one or more of the following:

ASD and /or social communication needs Severe physical and/or significant sensory

loss or impairment Challenging behaviour

Draft Criteria – Beatlie School For pupils with very severe and complex

additional support needs of a global nature.

The pupils will have a combination of one or more of the following

ASD and /or social communication needs Severe physical and/or significant sensory

loss or impairment Complex medical / nursing needs Challenging behaviour

What is expected outcome?

Leaders ensure that approaches to inclusion which underpin equality and fairness are understood by all staff and impact on the learning and achievement of children and young people.