Support for Learning

Principal Teacher SfL

Mrs T Edge-Loake 

SfL Teacher                                                                            

Ms A Colquhoun

Support for Learning

Midlothian has a policy of promoting the inclusion of pupils with additional support needs including pupils with significant special needs.

Support for Learning teachers, Guidance teachers and Learning Assistants work as a team alongside class teachers to meet the additional support needs of pupils. Support is classroom based wherever possible, however, other support mechanisms include:

• Tutorial work with small groups of students
• Co-operative teaching involving subject-based staff and a
member of the Learning support team working with a class.
• Liaison between Learning Support Staff and subject staff
concerning the production and use of teaching/ learning materials which are most appropriate to the needs of the student(s).
• The organization of Paired Reading partnerships between younger
students and sixth year students.
• Programmes of work to be carried out at home to support areas
such as spelling.
• Reading programme – using Toe by Toe – an intensive small group
teaching situation which aims to address the reading and
comprehension difficulties of students who are reading
significantly below their chronological age.

On occasion, support for learning teachers may consider that a referral should be made to other agencies and services; for example, Educational Psychological Services and the Locality Teams. Parents are consulted if specialist assistance is considered to be advantageous to the child’s education.

For some students Individual Education Plans may be drawn up. These are working documents drawn up through consultation between parents/carers, support for learning teachers and subject teachers to support students with specific needs. They provide short term targets and students are supported in aiming to meet these targets. Individual pupil progress is tracked through an electronic database and targets are regularly reviewed.