At Buckstone Primary school, we want to make sure that all our children do as well as they can and achieve their full potential. The main way we achieve this is through providing quality first teaching day to day in the classroom, which caters for the varying needs of the children in the class.
Sometimes, an intervention may be necessary to further support a child’s development within a particular area of the curriculum or to help them develop their social skills or self confidence and self esteem. As a school, we utilise a range of specific interventions for the core subjects of Literacy and Mathematics and also for communication and pastoral care. These interventions may be one to one or in small groups.
Children are identified for intervention using a range of methods that include data tracking, (attainment and progress), teacher assessment, classroom observation and informal observations of the children in the classroom and in the playground.
It is important to note that children identified for intervention are not always lower attaining children. Children are identified across a range of groups and are selected when teaching staff and senior leaders believe they have the capacity for further or accelerated progress at a given point.
If your child is identified to work in one of our specific intervention programmes, you will be made aware of this by the class teacher and will be given an update on the impact of the intervention during parents evening. We may also invite your child to work as a supportive peer or role model in an intervention group, you would also be informed of this.
The social and emotional well-being of all pupils underpins everything we do at Buckstone Primary School.
We aim to equip our pupils with the skills to lead successful and fulfilling lives by giving them self-confidence and the resilience to overcome difficulties. This is done through strategies such as our PSHE curriculum and after school clubs.
Many people at some time in their life experience difficulties with social, emotional and mental health. These may be caused by a specific event such as illness or changes within the family, or may be a result of a longer term condition. Children in school may express their feelings in a number of ways for example:
- Becoming withdrawn
- Getting angry.
- Changes in behaviour
- Friendship difficulties.
Many problems can be overcome with the support of the class teachers and other staff throughout the school.
All staff including teachers, support staff are vigilant in recognising children’s’ needs and responding to them . Most issues can be resolved when the child speaks to a trusted adult, and it is vital that parents talk to school if there is a problem. Parents should also encourage their child to speak to someone in school as soon as a problem arises. There are strategies in place throughout the school where children can post a note to a teacher if they need help, such us bubbles or worry boxes.
If more support is needed children can access this through the Support for Learning Team who meet regularly to plan the best way to help individual children. The team may offer:
- Further advice to you and the adults working with your child.
- A personalised behaviour plan.
- Support from a learning mentor.
- Participation in a specific group eg. Social skills group.
- Access to the nurture room.
- Support for the family.
Getting it right for every child (GIRFEC) supports families by making sure children and young people can receive the right help, at the right time, from the right people. The aim is to help them to grow up feeling loved, safe and respected so that they can realise their full potential.
Most children and young people get all the help and support they need from their parent(s), wider family and community but sometimes, perhaps unexpectedly, they may need a bit of extra help.
GIRFEC is a way for families to work in partnership with people who can support them, such as teachers, doctors and nurses.
Scot Gov (2020)