Responsibilities of Achievement Support
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES BY:
- Ensuring that all pupils with special educational needs/disabilities are provided with the opportunity to achieve personal, social, emotional and academic success.
- Advising teaching and associate staff about the individual needs of pupils with special educational needs/disabilities.
- Assessing pupils to ensure that the most appropriate access arrangements are put in place during formal assessment periods/ exams.
- Providing additional out of lesson activities to progress individual pupils and groups of pupils.
- Co-ordination of associate staff in class support to ensure that all pupils with SEND achieve appropriate academic progress in line with target levels.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WITH TEMPORARY/LONG-TERM MEDICAL NEEDS BY:
- Supervising and recording the administration of prescribed medicines.
- Completion of health care and medical support plans for individual pupils.
- Ensuring that correct procedures are applied when administrating medicines during school trips/visits.
- Providing opportunities for staff to be trained to supervise diabetic, epilepsy and severely allergic pupils.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WHO ARE IN THE CARE OF BRADFORD OR NEIGHBOURING LOCAL AUTHORITIES BY:
- Monitoring academic progress every half term.
- Attending CLA and TAC reviews.
- Maintain close liaison with carers, Children’s Services and parents.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WHO HAVE BEEN PLACED ON THE CHILD PROTECTION REGISTER BY:
- Ensuring that confidentiality is maintained and that the pupil is provided with a discreet and confidential individual support package within the school setting.
- Attend core group meetings to ensure protection plan is adhered to.
- Liaise with other professionals.
- Key/Trusted adults available during the school day to provide support for the pupil if required.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WITH TEMPORARY/LONG-TERM BEHAVIOURS WHICH IMPACT ON THEM ACCESSING FULL TIME MAINSTREAM EDUCATION BY:
- Providing a facility within school ‘The Haven’ whereby pupils receive learning/ social and emotional support in order that they are able to access mainstream curriculum lessons under the supervision of specialist/associate staff.
- Providing behaviour support plans and individual learning programmes for pupils so that they will achieve academic success as well as social/emotional support to address overcoming learning barriers.
LOOKING AFTER THE LEARNING PROGRESS OF PUPILS WHO ARE EXPERIENCING DIFFICULTIES IN MAINTAINING PROGRESS BY:
- Convening a Team Around the Child (TAC) meeting, whereby all professional agencies involved with the pupil meet with pupil and parents/ carers to discuss and agree a way forward to provide support for learning progress.