Support for Learning

Article Index

The Support for Learning Department is managed by Jacqui Agnew and Yvonne Savage (DHT's Support for Learning) and has the following staff.


  • Mrs Gillian Douglas
  • Ms Julie Anne McCambridge

ASN Assistants

  • Mrs Irene Boyd
  • Ms Natalie Kerr
  • Mr Scott Jeffrey

The Support for Learning Department has five specific roles:

  • Consultancy
  • Cooperative teaching
  • Staff development
  • Individual/Group tuition
  • Liaison with other agencies

The Support for Learning Team will offer specialist support to young people who have an additional support need following referral from class teacher, pupil support tutors, parents, medical professionals and primary school transition information.

Identification of Pupils Requiring Support

Effective identification and assessment of the additional support needs of pupils are essential for making effective provision for those needs. The school has a clear referral system whereby any many of staff may refer a pupil. Where a pupil is referred appropriate assessment will be undertaken by the Support for Learning staff. Referrals and assessment results are passed on to the Depute Heads for Support for Learning to discuss with parents.

Most pupils are identified prior to admission through transition processes during the summer term. This allows information to be provided to class teachers before they meet the pupils.

GIRFme Plans

Pupils with additional support needs may have a GIRFme Plan which is planned by the pupil themselves in discussion with Support for Learning staff/Pupil Support Tutor. Resources and approaches may have to be elaborated, differentiated or extended. Staff should evidence the support/strategies they have put in place.

Co-ordinated Support Plans (CSPs)

A co-ordinated Support Plan will be provided for those pupils who require the support of other agencies. It is a statutory document for pupils with additional support needs that are likely to last for more than a year and require the intervention of one other agency other than education. The plan outlines the annual educational objectives and the methods by which other agencies will work together to meet the pupils’ support needs.

Partnership with Other Agencies

Contacts have been well established with Health, Audiology Services, Psychological Services, Social Work, SDS Careers, Speech and Language Therapy, Visual Impairment Service and Bilingual Support Service. All of these will be maintained and nurtured and any other service which may be required at any time will be contacted.

Partnership with Parents

Parents have a vital role in ensuring that the individual needs of their children are being met. Their rights and responsibilities are respected and they have an active role in decisions made about approaches taken to meet these needs.

Involvement of Pupils

Pupils with additional support needs are involved in the setting up of GIRFme Plans and Co-ordinated Support Plans. They are also involved in review meetings to action planning at various stages of their education.

Intervention Strategies for Pupils with Additional Support Needs

The Support for Learning Department employs many strategies to enhance the education of pupils with additional needs. For some pupils this may be support in class whilst for others there may be a need for additional support within the department. Most pupils who attend the Support for Learning Department are withdrawn from Modern Languages in S1 and follow programmes which focus on Literacy, Numeracy and Health and Wellbeing. This withdrawal is planned with parents’ agreement and request.