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Key Area: Mangement of Support/Continuing Professional Development
Effective Practice Area: Additional Support Needs Department in a Primary School
Establishment: St Mary’s, Leith
Contact Details: Mary Clason, Head Teacher
Recorded by: Sandra Milne Date:August 2006
Description of Practice
Background Statement:
School recognised the value of the work of Learning Assistants and wanted to maximise this by developing strengths/skills/knowledge in areas identified by teaching staff.
Rationale:
To form a team of Learning Assistants managed in their work by the Learning Support Teacher. To train the Learning Assistants as a group in skills to benefit children thus allowing flexibility in deployment and raised self-confidence in their work. To value all staff.
Procedure:
Monthly meetings for liaison and development work. Common areas of interest/need identified, e.g. ICT, dyslexia, dyspraxia, autism, administration of medication, care plans. Learning Support Teacher and Class Teachers develop programmes to be delivered by Learning Assistants. Learning Support Teacher does staff development and review with Learning Assistant. An IBook has been provided for Learning Assistant use.
Outcomes:
- Greatly enhanced confidence and skills in Learning Asssistants leading to huge benefits for school.
- Learning Assistants delivering programmes to cross age groups on use of Kidspiration, Co-writer etc.
- Lesson plans are written by Learning Support Teacher. Interactive work on SMART board with timetabled groups.
- Learning Assistants are making back-up resources/activities using skills taught.
- Filming of a child with MLD and visual difficulties has been used as evidence of his learning – filming done by Learning Assistant using skills taught
- Evidence of huge commitment from the Learning Assistant team to their work.
Key Area: Support for Learning
Effective Practice Area: Motor Skills Group (Gym Club)
Establishment: Echline Primary
Contact Details: Mairi Donaldson (SfL Teacher) but Marjorie Quinney (LA) and Laura Stewart (LA) plan to run club
Recorded by: Mairi Donaldson Date: 5 October 2005
Description of Practice
Background Statement:
Group started up approximately 7 years ago because one of our LA had a lot of experience in Occupational Therapy and thought those skills could be used to support some pupils with OT needs in the school. She and one of the other LAs with input from the visiting PE specialist and the SfL teacher at the time, devised a programme. Over the years various LAs have been involved, either because of their work with a pupil included in the group, or due to an LA moving on to other work. This has led to training and sharing of knowledge/skills amongst the LAs. Of the two leading the group at present, one has been involved for the last 3 years and the other for just under a year. They each have their ‘specialist’ areas, one developing the ‘stretching/breathing’ skills, the other focusing more on ‘thinking” skills. They integrate TIP material when possible, but most important of all the emphasis is on ‘FUN’!
Rationale:
To support children who require extra help with co-ordination and/or following instructions (with emphasis on Numeracy and Language in activities).
Procedure:
At present six pupils, from P2 to P4, attend 4 mornings a week, (Monday-Thursday) from 8.30 – 8.55am. Now held before school day starts so that the gym hall can be used without interfering with hall timetable, and also pupils don’t miss important introduction to the day’s activities. Run by two LAs who alternate ‘leading’ the group. Records are kept of attendance and a ‘daily diary’ detailing the activities. The pupils are reviewed termly, their progress discussed with Class Teachers and possible changes to the group considered.
Outcomes:
The Physiotherapist of a P4 pupil who attends the group is so delighted with his progress (which she puts down to his inclusion in the Gym Club) that she intends to discharge him from her caseload as he gets more than enough support in school. Last year one of the P2 pupils involved was always falling and hurting herself in the playground, but the playground supervisors have noticed a definite improvement in her co-ordination and she hasn’t had an accident in months. The self-esteem of all pupils involved has noticeably increased and they have built up strong relationships with each other – and some of these are pupils who have considerable difficulty forming relationships with peers within their class.
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