Support and Interrupted Learner Services

Interrupted Learner Service

The aim of the Interrupted Learner Service is to work in partnership with schools to identify and engage with individual young people who are experiencing barriers to attendance in school.

Attendance

Impact of High Levels of School Attendance

Through regularly attending school your child will develop:

social skills - making friends, co-operating, resolving conflict, confidence
life skills such as resilience and responsibility
a sense of belonging
positive habits for their future

Children who attend regularly are shown to:

have improved attainment and achievement
have improved physical and mental health in adulthood
be less engaged in risk taking behaviours such as drug and alcohol use; and are less likely to be involved in criminal activity
have greater economic opportunities in adulthood
be significantly less likely to suffer premature mortality

Impact of Pupil Absence

Impact of Late Coming to School

Authority Attendance Group (AAG)

West Lothian Council recognises the need for all children and young people to engage fully in the education process and has a dedicated approach in promoting attendance through positive early supportive interventions based on the key stages of the Education Services' Continuum of Support and in collaboration with our multi-agency partners.

As part of the Continuum of Support, schools have the opportunity to proceed with a referral to the Authority Attendance Group (AAG). The AAG is set up under the Education (Scotland) Act 1980 to facilitate West Lothian Council's statutory duties in terms of pupil attendance in school.

The AAG is an intensive support, grounded in legislation, which forms part of the West Lothian Staged Intervention Approach to Improving Attendance & Engagement and aligns with the West Lothian Attendance Policy.

Attendance and Engagement at School (PDF) [2MB] (opens new window) Education Services Continuum of Support (PDF) [486KB] (opens new window)

Flexi-schooling

Flexi-schooling is where a request is submitted to withdraw a child part-time from school e.g. for the child to attend school only on certain days, or for certain subjects. The feasibility of each parental flexi-schooling request is considered on its own merit. Schools should not recommend Flexi-Schooling as an alternative to full time education. Flexi-schooling should be a parental choice, and one which requires to processed through the procedures within the Home Education Policy Home Education Policy (PDF) [73KB] (opens new window)

Scottish Government guidance (Included, Engaged and Involved Part 2, 2017) states that, "In order to support the child or young person appropriately and enhance the transition back to school, it may be necessary in exceptional circumstances to implement a package of support that could be achieved using a flexible or part-time timetable with an agreed timescales as to when this will end. Any such arrangements should be for a short, agreed period with the aims and conditions around this recorded in any support plan." Scot Gov Publications/included-engaged-involved-part 1 (opens new window)

Short Term Support Timetables are based on a formalised agreement between the school and the parent, where clear reasons are evident that it would be in the best interest of the young person to attend school on a part-time basis. Individual cases require to considered in relation to the Positive Relationships Policy and schools must ensure that when pupils are not expected to attend the school full-time there is a clear agreement with parents about who is carrying out that duty of safeguarding the pupil at each session

Assessment of Wellbeing

If your child requires extra support in school, their school will arrange an Assessment of Wellbeing meeting. This meeting will discuss what is happening in school and at home and will provide an opportunity to set targets with your child and the school to make improvements to their experience. These meetings will be held regularly with actions and targets continually reviewed.

Child Planning Meeting

If there are several agencies involved with your child or young person, e.g Speech and Language Therapy (SALT); Occupational Therapy (OT) or Inclusion Support Services (ISS), then a Child Planning Meeting may be organised for them.

This is an opportunity for all the professionals involved with your child or young person to discuss their role and how they are supporting them.

A Child Planning Meeting is a short-term intervention intended to provide targeted support for children. These meeting will be focused on:

Strengths and protected factors - Looking at what is going well for your child and in what areas they are making progress.
Concerns/ Risk Factor - Listening to the risk factors around your child and any concerns that have been identified.
Strategies - Current successful strategies that will continue to support your child
Goals -Planning next steps for continued progress.
Action plan - Looking at interventions and supports that will be needed to help your child thrive. Creating a time sensitive plan which includes all short and long term supports, as well as who will be responsible for enacting these.

A Child Planning Meeting will typically follow a cycle of around 6 to 8 weeks and should be continuously reviewed to assess the outcomes of any agreed actions, to adapt these as appropriate.

A Child Planning Meeting will be held with parents/ carers of the young person present and the views of the child or young person should be at the centre of the process.

Please see an example of how these views may be captured Views of the Child (PDF) [88KB] (opens new window)

Communication Support Service

Language and Literacy Support Service

Through our values of collaboration, achievement, inclusion and support the Language and Literacy Service aims to work with all stakeholders to build capacity in schools to support pupils who are experiencing barriers to their learning as a result of speech, language and literacy difficulties.

Since 2024 the Language and Literacy Support Service is the amalgamation of Murrayfield Language Centre and the Literacy (Dyslexia Support) Service. It is a fully outreach service made up of teaching and support staff supporting pupils aged 3 -18 across all sectors and establishments. We support staff through CLPL (Career Long Professional Learning) delivery, advisory sessions and modelled assessment and with pupils through advice and consultation, collaborative teaching and small group work.

Referrals are made by schools on a termly basis and outreach input is provided and reviewed in termly blocks of support. We value parents/carers as key partners in their child's learning and aim to involve and keep them informed of our input. The national framework Getting it Right for Every Child underpins all our partnership working.

Teachers of Deaf Children and Young People

We work with colleagues from the NHS and deaf associations.

We are teachers of the deaf, access support assistants and advanced pupil support workers who support

children and young people (0-18) with a range of types and levels of deafness
deaf or hearing impaired learners and their families
schools and nurseries with teaching and communication support

Links you may find useful: Deaf Action (opens new window), National Deaf Children's Society (opens new window)

Visual Impairment

Introduction to the West Lothian Vision Impairment Service Introduction to the West Lothian Vision Impairment Service (PDF) [161KB] (opens new window) .

Early Years ASN Pathway

The following information is designed to support parents of children with Additional Support Needs (ASN) in West Lothian, who are transitioning to Early Learning and Childcare (ELC) and/or Primary School. This includes information on:

Finding a school or nursery for your child in West Lothian.
How to apply for a school or nursery place in West Lothian.
How to apply for an eligible additional year in ELC.
Presumption of mainstream education.
Parental support sessions.
ELC terms and holidays in West Lothian.

Please use the following websites for information on when your child can start nursery and how your child can be supported in the ELC setting:

Schools and Education

Enquire Homepage for Early Years Support (opens new window)

Advice for parents and carers in Scotland around your child starting school can be found on the Enquire Website: Enquire Homepage for Starting Primary School (opens new window).

Many children with additional needs benefit from an 'enhanced transition'. This usually means extra visits to the new school, to help them to get to know the building, playground and staff. It also includes extra meetings with the school for everyone to plan together. Ask your nursery if you think this would help support your child's transition to P1.

'The Scottish Government believes that mainstreaming must be delivered within an inclusive approach. The Scottish vision for inclusive education, which applies to all settings, is set out below:

'Inclusive education in Scotland starts from the belief that education is a human right and the foundation for a more just society. An inclusive approach which recognises diversity and holds the ambition that all children and young people are enabled to achieve to their fullest potential is the cornerstone to achieve equity and excellence in education for all of our children and young people'.

Additional information on the 'Presumption of Mainstream Education' can be found at -

Additional Support Needs in Schools

Scottish Government - Presumption to Provide Education in a Mainstream Setting: Guidance (opens new window)

Enquire Homepage Presumption to Provide Education in a Mainstream Setting (opens new window)

Cluster Assessment Support Transition (CAST)

West Lothian Council offer parental CAST sessions to provide information on the processess and supports that are available to childen with Additional Support Needs. These sessions are held in person within your area or if you prefer you can join our on-line session. The sessions are designed to allow you to speak to our Education Support Services Team, and discuss any questions.

Find out more about Cluster Assessment Support Transition Meetings- Education Support Services - Statutory Support Services

Parental focus sessions run throughout the academic year. They cover meaningful and relevant topis around yor child's development. These include:

Understanding Global Developmental Delay/Intellectual Disability and Autism.
Sleep Support.
Support for Toileting and Independence.
Support for Communication and Understanding.
Support for Communication and Expression.
Play Activities for Children with Additional Support Needs.
Support for Transition to P1 - processes and information on application process.
Encouraging Restricted Eaters.
Managing Challenging Behaviour Through Positive Support.
Supporting Your Child's Transition to Nursery and Primary 1.
Parental Self Care.

To arrrange attendance at these sessions please email - Early Years ASN (opens new window)

Early Learning and Childcare Terms and Holidays

Please find information on Early Learning and Childcare terms and holidays in West Lothian -

Early Learning and Childcare Terms and Holidays

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Support and Interrupted Learner Services

The following information is designed to support parents of children with Additional Support Needs (ASN) in West Lothian, who are transitioning to Early Learning and Childcare (ELC) and/or Primary School. This includes information on: