Section 10 Key Principles of Effective Leadership and Partnership
- Leadership for Learning: Leadership of change and improvement
- Leadership for Learning: Leadership and direction
- Leadership for Learning: Leaders matter
- Leadership for learning: The Challenges of leading in a time of change
- Leadership for Learning : Pathways for leaders
- Leadership for Learning: Developing people and partnerships
Getting it Right for Every Child and Young Person (GIRFEC)
- builds solutions with and around children and families;
- enables children to get the help they need when they need it;
- supports a positive shift in culture, systems and practice.
“Making the most of bringing together each worker’s expertise: respecting the contribution of others and co-operating with them, recognising that sharing responsibility does not mean acting beyond a worker’s competence or responsibilities.”GIRFEC practice means ‘providing leadership and strategic support to implement the changes in culture, systems and practice’ required within and across agencies. It also means a strong focus on ‘child centred processes’. Please note The Information Commissioner has produced advice specifically relating to information sharing under existing law where a child’s wellbeing is at risk and the concern is less than that required to trigger child protection procedures. This related document provides guidance and clarity: standard practice model sharing key relevant information through the eCare framework.
Effective Partnership with Children and Young People
- For children and families Getting it right for every child means:
- they will feel confident about the help they are getting;
- they understand what is happening and why;
- they have been listened to carefully and their wishes have been heard and understood;
- they are appropriately involved in discussions and decisions that affect them.
Aberdeenshire Children's Rights Service
Who can use the Children’s Rights Service?Any young person who:
- has been placed away from home and lives in foster care, a children’s home, a residential school or secure care.
- has moved on from care.
What can the Children’s Rights officer do?
- Give young people information and advice about their rights.
- Help young people to represent their views at meetings.
- Help young people to make a complaint, or sort out any concerns.
- Listen to and take seriously what young people say.
- Help young people to put forward their views on services for young people.
- The United Nations Convention on the Rights of the Child
- The Children (Scotland) Act 1995
- The Standards in Scotland’s Schools Act 2000
- The Human Rights Act 1998
Effective Partnership with Parents, Families and Carers of Children with Additional Support Needs
Communication Matters an ESRC funded publicationThe Scottish Schools (Parent Involvement) Act 2006 established a new model of parent representation and supports parental engagement in children’s learning. The Act provides that all parents and carers of children at a school are automatically members of the Parent Forum for that school. Each Parent Forum may then establish a Parent Council to represent the views of parents to both the school and the local Authority. The constitution of the Parent Council is determined by the Parent Forum and should reflect what it feels is best for the parents, the pupils and the school; the constitutions of Parent Councils will, therefore, vary from school to school. In Aberdeenshire there is an annual Parent Council Conference where parents have opportunities to network, view examples of good practice and share their own experiences. A Parental Involvement Focus Group has been set up with representatives from parents across Aberdeenshire Parent Councils; they also have the opportunity to meet with Area Heads of Service three times per year. In addition to this, there is Aberdeenshire’s Additional Support Needs Parent Forum. The meetings are an opportunity to share information with parents as well as involving them in the development of policy and practice. The Additional Support for Learning Acts (2004 and 2009) introduced new rights for parents, and young people with additional support needs. In addition to Aberdeenshire’s Additional Support Needs Parent Forum a range of leaflets have been developed for parents. These include:
- request the Education Authority to find out whether their child has additional support needs;
- request the Education Authority to find out if their child requires a co-ordinated Support Plan or to review an existing plan; request a specific type of assessment and/or examination;
- request the use of mediation services;
- make a placing request to an independent special school if their child has additional support needs;
- be informed of the outcome of these requests and any applicable rights of appeal;
- receive a copy of the Co-ordinated Support Plan or, if not eligible for a plan, receive advice and information about their child’s additional support needs;
- have their views taken into account and noted in the Co-ordinated support Plan;
- appeal to new independent Tribunals on matters relating to Co-ordinated Support Plans;
- make use of dispute resolution arrangements for matters about additional support needs that are not eligible for formal appeal;
- have a supporter or representative with them at any meeting with the School or Education Authority and at Tribunal Hearings;
- make a placing request to any school in Scotland including schools outside the local authority in which they live.
Effective Communication with Parents
- Feeling included and respected.
- When my child is treated as an individual and their views are taken into account.
- Celebrating success.
- Being listened to within an open and receptive ethos.
- Keeping lines of communication open and using a variety of means, eg home school diary, weekly timetable, receiving advance warning of things that will happen.
- Using plain language, no jargon.
- Having a clear agenda so we know what the purpose of the meeting is.
- Having clear action points – who/ what/ when.
- Acting on actions within agreed timescales and providing clear effective feedback.
- Involving all relevant staff and other agencies where appropriate.
- Transition planning at all stages.
The Contribution of Health
The Contribution of Skills Development Scotland, Colleges and Universities
- support in learning;
- financial assistance for young people with additional support needs;
- local resources in your area.
Partnership with other Agencies
The Lead ProfessionalThe Lead Professional is the second key role in the Getting It Right For Every Child approach which must be seen alongside the role of the Named Person. Where a child’s identified needs involve two or more agencies working together to effectively meet his or her needs, a Lead Professional will be required. This Lead Professional becomes the person within the network of practitioners supporting the child and family who will promote effective team working and ensure the support they provide fits together to provide seamless and appropriate support for the child and family. The Lead Professional will have a significant role in working with other agencies to coordinate a multi agency Child’s Plan where this is deemed necessary as a result of:
- growing concern over time
- a particular change in the child, or an event, or behaviour of the child or family
- the child and family, in working with the Named Person, have identified that extra support is needed.
Career Long Professional Learning
Standards for RegistrationThe Standard for Provisional Registration (SPR) and The Standard for Full Registration (SFR) are part of the suite of GTC Scotland’s Professional Standards which also includes The Standard for Career-Long Professional Learning and The Standards for Leadership and Management. These standards are underpinned by the themes of values, sustainability and leadership. Professional values are at the core of the Standards for Registration. They are integral to, and demonstrated through,all our professional relationships and practices. Further information can be accessed here.
Identifying Career Long Professional Learning
- Headteachers/ Senior Leaders have the final management responsibility to meet the needs of all children in their school/ service;
- Headteachers/ Senior Leaders develop and support an inclusive environment and promote methodologies which consider and include all children and young people;
- Headteachers/ Senior Leaders develop positive relationships with all involved in meeting the needs of children and young people, including parents and carers;
- School Senior Leaders should ensure that a Support team is established in their school, even in a school where there is one teacher (the team may consist only of a member of the Management team and an Educational Psychologist in a very small primary school);
- School Senior Leaders should work with relevant Support staff to ensure their audit of needs submission to the Authority accurately reflects needs;
- School Senior Leaders appoint a specific person/s to support, provide advice to, deploy and redeploy, manage and meet regularly with School Auxiliaries;
- School Senior Leaders allocate Named Person responsibility, particularly in larger schools, and will clarify this named contact for parents of children with additional support needs;
- School Senior Leaders will clarify a Named Person for visiting specialists such as Peripatetic teachers, Therapists, Social worker, Community Link worker, Health practitioners;
- School Senior Leaders will organise a suitable range of meetings, including consulting with others to agree when a child or young person who is looked after requires a review. The Social worker and relevant school staff should agree the most appropriate venue for the meeting, and discuss how best to undertake this review simultaneously with an additional support meeting;
- School Senior Leaders ensure that the school and its partners undertake rigorous self-evaluation of their provision for children and young people with additional support needs, in line with the advice in this Manual and other relevant guidance.
10.2 Procedures, Protocols and Practice on Meeting Additional Support Needs
- Introduction: Statement that this policy has relevance to all staff who work in and beyond the school, supporting children and young people.
- Rationale: Description of how the school is committed to ensuring it meets the needs of all pupils, including those who require additional support, with references to legislative and local contexts. Statements which demonstrate how to meet the needs of most pupils: that is, reference to Journey to Excellence, Dimension 1 . For example, ‘Learning is flexible and adapted to toke account of learners’ interests. Teachers take full account of the understanding and learning needs of all learners.’ Statements which clarify entitlement to a broad and meaningful curriculum for all children and young people.
- Reference to other policies and guidance to which this policy relates such as Curriculum for Excellence, Journey to Excellence, Assessment is for Learning, National Assessment Resource, Risk Assessment, Promoting Positive Behaviour; Additional Support for Learning guidance, Child Protection and A RIGHT blether.
- Roles and responsibilities and partnerships: Clarity about individual roles and responsibilities, including Authority personnel; clarity about the role of the School Support team; statements which promote team working and show the ways in which staff should work together; including working with parents and key partners, taking account of the advice in this Manual. The policy should clarify the links between the requirements of ASL legislation and the principles of GIRFEC, including working towards having one Child’s Plan and ensuring a named person and lead professional are in place when needed.
- Identification and assessment: Clarification about how the school intends to identify and assess the additional support needs of its pupils.
- Description of a flexible school curriculum in line with Curriculum for Excellence and the range of additional support needs which the school and its partners can meet within this curricular framework. Reference to the need for flexible timetabling.
- Approaches to planning for classes, groups and individuals, including the school’s approach to Plans, including Individual Education Plans, Managing Accessibility Plans, Co-ordinated Support Plans. Aberdeenshire’s Planning Documentation (CSP, M AP, IEP) and other planning information can be accessed here
- Approaches which promote effective learning for all pupils, including pupils with Additional Support Needs; a brief description of specific strategies and programmes such as Information Technology support, specialist resources or equipment, enterprising and thematic approaches and pathways to ensure positive achievement such as Duke of Edinburgh, ASDAN, Caledonian, John Muir and Youth Achievement Awards.
- Approaches to ensure robust care and welfare which includes child protection, risk assessment, intimate personal care, administration of medicines in schools guidelines
- Procedures and support for course choices.
- Procedures for referral, recording and review: (using the ASL guidelines) brief description of how the Framework of Identification and Support works in the School.
- Accessing additional support: brief description of audit of needs procedures.
- Transition arrangements: Arrangements for planning for and supporting pupils to ‘move on’ to the next stage of education.
- Arrangements for evaluating effectiveness of this policy: statement which outlines how the effectiveness of Additional Support Needs is evaluated, including the relevance and impact of the school policy.
Schools with Enhanced Facilities should also include the following in their policy:
- clarify that the aim of the provision is to equip each child or young person with sufficient self-worth, skills and confidence to learn in wider groupings where appropriate and enable them, if appropriate, to return to their local school, albeit with support and with their parents’ agreement. It is important that specialist provisions clarify to all mainstream schools their continuing role and responsibility in remaining open to the return from specialist provision of their children with additional support needs. They should also ensure that parents and partners such as Educational Psychologists, Paediatricians, Therapists, Social workers and Home Link workers are clear about the aims and nature of the Specialist provision. This includes describing the pathway from each Primary provision to Secondary Specialist provision so that parents remain confident about their child’s transition beyond Primary 7;
- describe the continuum of support which can include full or part-time specialist provision with some time in mainstream classes, where appropriate. The policy should explain that the aim is to maximise the most inclusive and appropriate learning situation for each child across the range of learning opportunities in and beyond the school, albeit some children supported by the provision will continue to require individualised programmes and one-to-one support almost all of the time. In mainstream schools, all Support staff should be open to an interchange of role so that the needs of children and young people can be effectively met within appropriate/ different groupings;
- clarify who fulfils the designated Named Person/ Lead Professional role so that parents and carers and the child as well as partners have a clear point of contact;
- describe the core curriculum of the specialist provision which will take account of all aspects of Curriculum for Excellence including – as appropriate to each specialist provision – Child at the Centre, the Elaborated Curriculum and specialist programmes such as Equals and use active enterprising methodology and practical activities such as Outdoor Education and Skills for Work,so that children and young people from mainstream classes can join relevant specialist provision groupings when appropriate. This description of the curriculum will explain that personal , emotional and social development and communication form the core of the curriculum for many children with significant needs;
- describe how the accommodation in the provision is fit for purpose and allows a range of activities for a sizeable group of children. Explain that the name of the provision has been chosen sensitively so as to reduce discrimination and ensure children and parents are happy for any child to learn in that environment;
- describe the management structure, including explaining how provision managers can be released from teaching duties to undertake their other considerable roles.
10.3 A Young Person's Story (illustrating the importance of listening to Young People)
- With my coloured lenses I can see myself and everyone properly.
- I can hear better and see better and have my sensory system working correctly.
- I am able to engage with my studies again and hopefully can achieve my ambition, which is to be a doctor.
- Whilst I may never be seizure free and will not be able to drink alcohol or go to parties with disco lights it is a small price to pay for having my life back.
- I am now enjoying life to the full, thanks to careful identification, assessment and appropriate support.
10.4 Identifying (Specialist) Continuous Professional Development
Extended Curriculum to Promote Broad AchievementASDAN, Dynamic Youth Award, John Muir Award, Duke of Edinburgh Award and Caledonian Award
Health/MedicalEpilepsy, Diabetes, Significant allergy, Asthma, First Aid Child Protection – The Scottish Government National Advice on Child Protection Scotland can be accessed here – Aberdeenshire’s Child Protection policy can be accessed here
Understanding Specific NeedsAutism Spectrum Disorder, Cerebral Palsy, Down Syndrome, Attention Deficit Hyperactivity Disorder, Hearing Impairment, Visual Impairment, Dyslexia, Dyspraxia etc Bereavement Course
MethodologiesICT: Confidence with Basics; Interactive White Board; Interactive Plasma Screen; GLOW Mentor; GLOW; Communicate in Print; Clicker Talking Mats, Intensive Interaction, Visual Supports for Communication, Makaton, TEACCH, CALM (1,2,3), Moving and Handling, DCD Training, The MOVE programme, Risk Assessment, Counselling
Prompts for Reflection
|Best Practice||What is the Impact?|
|The vision, values and aims of the school and services promote an accepting and positive ethos based on strong and meaningful relationships. This vision is modelled by Senior Leaders. All partners have shared understanding of the implications of all relevant legislation and Government guidance. Senior Leaders are clear about what constitutes universal, targeted and specialist support and have explained this to relevant staff and parents. Senior Leaders across the school and partner services demonstrate high expectations for all children and young people by bringing about change to systems, procedures and practice. School systems and procedures are in place to ensure strategic discussion and shared agendas with relevant partners. The school has in place a system to ensure each child who requires it, has a named person. In the event that several agencies provide support to a child, the school and its partners have agreed who should be the lead professional. School Senior Leaders have a system to ensure all relevant practitioners are informed about the medical and health needs, the communication and physical needs and the social and emotional needs of children and young people. School Senior Leaders have in place and have shared with their partners robust policy and procedures on intimate care, risk assessment, CALM intervention and support, moving and handling, eating and drinking, alternative augmentative communication, medication and personal care as required to meet the additional needs of their children and young people. All partners are sufficiently informed about Curriculum for Excellence to be able to contribute meaningfully to planning to achieve the outcomes for children and young people. The school facilitates information / training sessions by relevant members of therapy services, health practitioners, Skills Development and college staff, voluntary agencies as needed. The school and its partners’ training schedules are relevant and accessible. Training is evaluated as useful and pertinent and has impact on practice. Senior Leaders are committed to working closely with parents and seeking the views of their children.||Effective partnership develops shared vision and direction (QI 1.3, 2.7) Partnership working meets legislative requirements, including for transitions (QI 1.4, 2.6, 3.1) Progress/attainment and achievement data trends show that children with additional support needs are effectively supported to achieve success (QI 3.2) Children are safe and arrangements for meeting their physical, emotional/ mental health needs are met well through effective partnership (QI 2.1) All practitioners feel confident in supporting children and young people with additional support needs (QI 1.4) The combined expertise of partners provides effective support and achieves better outcomes for children and young people (QI 2.6, 2.7) Parents and their children believe they can positively influence the quality of provision (QI 2.7 )|