2.4 Personalised Personalised Support To what extent are all learning, small universal Are staff able to Both children and young group instruction, and targeted access effective people benefitting learning and support levels of support and personal learning from high-quality is embedded and is training to build their universal support? target setting, use Highly Effective Challenge Questions based Evidence of Next having a positive capacity to engage do staff and How of profiles, impact on with the needs of Practice Questions on Level 5 current practice Steps/Points children’s partners work progression with diverse learners? learning illustration effectively together to for further their learning. How effectively do increase their ability conversations discussion school we involve parents The to meet the needs of reviews the progress and partner agencies our diverse learners 2.5 Family How are we actively of all children to ensure learners To what extent do Moderation of Use of GIRFEC through effective use Learning promoting equality, effectively, including benefit from the right all families have of professional literacy and triangle to assess learning fairness and Family those with additional support at the right access to Universal learning, support and numeracy within promotes equality, diversity? pupil welfare support needs. They time including next Support? specialist resources? fairness and is our How school and ASG can provide reliable steps in learning, How is targeted what extent To diversity. family learning and valid evidence changes and support provided to do we fully adhere to Good have an helping promote the Staff to support this choices? families who have legislative appropriate shared wellbeing indicators? communication process. To what extent is been identified as requirements? understanding of our school an having singular or between families Children what extent To Getting it Right for requiring additional inclusive learning multiple needs that do staff and partners and school Every Child support have environment? are having an impact take positive and (GIRFEC) and use individualised on their health and proactive steps to these approaches to and meaningful wellbeing, Teacher meetings ensure that barriers meet the needs of progression development and/or and open to learning are families. pathways. learning minimised? afternoons Quality Indicators: 2.4 Personalised Support Quality Indicators: 2.5 (Family Learning), 3.1 (Ensuring Wellbeing, Equality and Inclusion)
2.4 Personalised Support Both universal and targeted learning and support is embedded and is having a positive impact on children’s progression with their learning. The school reviews the progress of all children effectively, including those with additional support needs. They can provide reliable and valid evidence to support this process. Children requiring additional support have individualised and meaningful progression pathways. Are staff able to access effective levels of support and training to build their capacity to engage with the needs of diverse learners? How effectively do we involve parents and partner agencies to ensure learners benefit from the right support at the right time including next steps in learning, changes and choices? To what extent is our school an inclusive learning environment? To what extent are all children and young people benefitting from high-quality universal support? How do staff and partners work effectively together to increase their ability to meet the needs of our diverse learners through effective use of professional learning, support and specialist resources? To what extent do we fully adhere to legislative requirements? To what extent do staff and partners take positive and proactive steps to ensure that barriers to learning are minimised? Personalised learning, small group instruction, personal learning target setting, use of profiles, learning conversations Moderation of literacy and numeracy within school and ASG Quality Indicators: 2.4 Personalised Support Quality Indicators: 2.5 (Family Learning), 3.1 (Ensuring Wellbeing, Equality and Inclusion) Highly Effective Practice Challenge Questions Questions based on Level 5 illustration Evidence of current practice Next Steps/Points for further discussion 2.5 Family Learning Family learning promotes equality, fairness and diversity. Staff have an appropriate shared understanding of Getting it Right for Every Child (GIRFEC) and use these approaches to meet the needs of families. How are we actively promoting equality, fairness and diversity? How is our family learning helping promote the wellbeing indicators? To what extent do all families have access to Universal Support? How is targeted support provided to families who have been identified as having singular or multiple needs that are having an impact on their health and wellbeing, development and/or learning Use of GIRFEC triangle to assess pupil welfare Good communication between families and school Teacher meetings and open afternoons