The Principles of Supporting
Children’s Learning
Writing a Co-ordinated Support Plan
www.LTScotland.org.uk Learning and Teaching Scotland
2
Writing a Co-ordinated Support Plan
Contents
Page
Overview3
Kate’s Story
6
Kate’s CSP
7
Kyle’s Story
13
Kyle’s CSP
15
Alice’s Story
22
Alice’s CSP
24
Jack’s Story
32
Jack’s CSP
33
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Overview
“The changes brought about by Curriculum for Excellence should lead to
improved quality of learning and teaching and increased attainment and
achievement for all children and young people in Scotland, including those who
need additional support in their learning” (Building the Curriculum 3 page 3)
Education authorities need to play their part in ensuring that there is effective
communication, collaboration, and integrated assessment, planning, action and
review when other agencies are involved. A lead professional will be responsible
for co-ordinating the action set out in the child or young person’s plan and for
monitoring its effectiveness.
The co-ordinated support plan (CSP) is a statutory planning document which
supports the delivery of the curriculum. The additional support provided by the
CSP aims to enable the child or young person to benefit from education and
that includes the totality of experiences which are planned for children and
young people wherever they are being educated. The purpose, therefore, of
the CSP is to co-ordinate input from all agencies, including education.
“...a number of children and young people have additional support needs
arising from complex or multiple factors which require a high degree of
co-ordination of support from education authorities and other agencies in
order that their needs can be met.” (Code of Practice, Chap 5, para 1)
The following templates are offered as points to consider in terms of lay out
and content for CSPs. The sample CSPs have been created in conjunction with
the national Additional Support for Learning Implementation Group. These are
provided as examples which may help practitioners to consider issues when
writing CSPs. The importance lies in the content of the document. It should be
noted that the examples are not intended to be a prescriptive format but rather
to highlight points for reflection. They can be adapted to meet the various local
planning formats.
Purpose of the co-ordinated support plan
Within a CSP, the links between the Profile, the Factors giving rise to additional support
needs and the Educational Objectives should be clear and support the child’s or young
person’s education. The sample CSPs refer to educational objectives covered by the
experiences and outcomes within literacy, numeracy and health and wellbeing which
are the responsibility of all in schools and centres. Most children and young people with
additional support needs will require support in these areas. However, some children and
young people will require support beyond these areas. For example, a child or young
person may require support in the expressive arts (music, drama or art therapy).
Click the links to see examples
Kate
Kyle
Alice
Writing a co-ordinated support plan
Jack
4
The aim of the Profile is to present a holistic picture of the child.
“It should focus on the positive aspects of the child’s/young person’s life, for example
his/her skills and capabilities. It may also include information about the type of placement
or curricular guidelines he/she follows, the other plans he/she has as well as the activities
he/she likes to do or how he/she likes to learn. The person responsible for drawing up
the co-ordinated support plan will have to summarise information provided by the child
or young person, their parents and the other people who know/work with the child or
young person. The result should be a summary that encapsulates the child or young
person.” (Code of Practice, Annexe B, p 180)
The CSP is then part of an integrated assessment framework and can refer directly to
other planning documents. This integrated assessment framework is reiterated in the
Guidance on Partnership Working between allied Health Professionals and Education
and in the Getting it right for every child (GIRFEC) guidance. A fundamental part of
GIRFEC is about services working together to provide the right support at the right
time for individual children, young people and their families. The values laid out include
co-ordinating help and recognising that children, young people and their families need
practitioners to work together, when appropriate, to provide the best possible help;
including joint planning to ensure needs are met.
Click the links to see examples
Kate
Kyle
Alice
Jack
The Factors giving rise to additional support needs section identifies the factors
that give rise to the additional support needs of the child or young person. They reflect
content already detailed within the profile. No new material is introduced with the
factors. The factors can also indicate the areas of additional support needs requiring
the co-ordinated input of external agencies. The factors should be presented in easy
to read bullet-points.
Click the links to see examples
Kate
Kyle
Alice
Jack
In the Educational Objectives, each of the areas within the Factors giving rise to
additional support needs that require the co-ordinated input of other agencies result
in a detailed target, specified support and named agencies providing the support.
Click the links to see examples
Kate
Kyle
Alice
Jack
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5
Presentation of the co-ordinated support plan
For each child and young person, their CSP has a wide audience, including professionals,
parents and the child or young person. It should be easy to use and easy to read, without
compromising quality.
The examples:
• Use reader-friendly headings, explaining some of the terms used in the Act and in
the Code of Practice.
• Employ a single page orientation (portrait), matching the other documentation
(such as letters and reports) that parents receive from local authorities, schools
and health services, and eliminating the need to rotate the document when reading.
• Reduce barriers to effective reading.
The CSP should be written clearly and using words and terms that are easily understood
and in plain language.
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Kate’s Story
Introduction
Kate is 6 years old. Some of her needs were identified at birth and shortly after, and the extent of
the difficulties she experienced became apparent before her first birthday.
She was referred to the multi-agency pre-five community assessment team before her second
birthday. Her medical needs were not diagnosed further, but both social and educational factors
were identified. This resulted in some support from social work, and education services offering
home-based teaching support.
She spent some time at a day nursery and has been on a twice weekly half-day intensive
physiotherapy course for 18 months. At her individualised educational programme review in the
nursery, the headteacher considered that the continuing involvement of occupational therapy
and physiotherapy was likely to be significant in Kate’s education, and this fulfilled the criteria
for determination of her co-ordinated support plan.
Assessing Kate’s Needs
All the agencies providing reports on Kate had distinct detail on the nature of her needs and the
requirement for support.
Co-ordinated Support Plan
The co-ordinated Support Plan was drafted whilst the parents were considering whether
Kate should join her older brother at the local primary school, or whether to explore the
options offered by the local authority – a place in an enhanced primary school or in a
specialist Additional Support for Learning wing of a more distant primary school.
They used the draft plan, and its focus on communication and physical support, to
help them with their decision, and opted for the Additional Support for Learning wing
because it offered built-in co-ordination of the curricular approaches for Kate.
Integrated Assessment and Planning
Kate’s limited self-help skills, especially in managing her toileting, remain a significant
concern to her parents but do not feature in the co-ordinated support plan. This is because
whilst self-help skills are a focus within the individualised educational programme, the
main focus will be on eating and keeping her clothes on – these will be detailed in the
individualised educational programme as these are key parts of the curriculum within the
Additional Support for Learning wing. However, if medical advice suggests that Kate is
becoming ready to commence toilet training, and Kate’s toileting targets cannot be directed
using the experience and expertise of the Unit’s teacher and require significant external
professions, the authority may need to include this target within her co‑ordinated support
plan as well as within the individualised educational programme.
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West Castlebridge Council
Education Support Division
1 Castletown Road, Bridge Road, Castle, Scotland CA1 1AA
Tel 01333 333444 Fax 01333 333555 Email Support@Castlebridge.gov.uk
Confidential
Co-ordinated Support Plan 2010–11 for
Kate Leven (17-09-03)
3 February 2010
Details
Kate’s Home Address
19 Garrick Walk
Flowers
Castle
CA2 1NZ
Contact Telephone Number
01333 334567 (Home)
Preferred Language and Communication Method
Kate communicates by facial expressions, gesture, Makaton signs or selecting from
objects and a small number of symbol cards.
Schools Currently Attended
Name
The Oak Park Unit, Hightown Primary School
Date of entry
18 August 2009
Unique pupil identifierRH106PQEWH234
GenderFemale
Parental Details
Name of parent or carer
Mary and Geoff Leven
Relationship to Kate
Mother and Father
Address if different from Kate’s
As above
Contact Telephone Number
01333 334567 (Home)
Parental Preferred Language and Communication Method
Mary and Geoff Leven use and understand spoken English.
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West Castlebridge Council
Profile
A summary of Kate’s skills and capabilities and any other relevant information
Kate can be engaged, alert and active. She is keen to explore her environment and
when she is interested she can stay at an activity for an extended time. She is particularly
interested in the outside area.
She attends the Oak Park Unit within Hightown Primary School, having started a full-time
placement in August 2009. She was previously at Leapfrogs, the day care centre in Castle
Heath. She benefited from additional support at Leapfrogs, and the Oak Park Unit offers
small classes, high levels of adult support and specialist teaching staff.
She has an individualised educational programme, detailing her learning outcomes, a
family support plan and a health care plan. These are managed in conjunction with
one another through the interagency integrated planning folio – Kate’s Plan
Literacy and English
Kate is a sociable little girl who enjoys the company of her peers and adults. Recently she
has been using touch to initiate contact with others.
She requires signing, pictures, concrete objects and visual symbols to understand both her
environment and the instructions being given.
Kate understands single word instruction or explanation within the appropriate context.
Her understanding is mainly based on the use of familiar nouns and verbs but she does
understand some early concepts.
Kate communicates by facial expressions, gesture or selecting from objects and a small
number of symbol cards. She will also use a small number of Makaton signs when
motivated to do so. She vocalises in some situations from which familiar adults can gauge
her emotions through the tone and depth of her voice.
Kate now tries to initiate social contact with others through vocalisation, eye contact and touch.
She engages in parallel play and she is more aware of her peers and what they are doing.
Kate can take part in simple turn-taking games with adult encouragement and direction.
Kate can vary the tone and depth of her vocalisation when she is excited, upset or frustrated
but she is dependent on adults interpreting her needs and providing the appropriate support.
Kate’s communication learning outcomes are detailed in her individualised educational
programme. Some of these require input from an NHS speech and language therapist.
The learning outcomes requiring co-ordination with the National Health Service are set
out in the educational objectives in this co-ordinated support plan.
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West Castlebridge Council
Numeracy
Kate is at the earliest stages of numeracy. She is able to distinguish between large
and small portions of food and is starting to repeat some auditory rhythms.
Kate’s numeracy learning outcomes are detailed in her individualised educational programme.
Health and Wellbeing
Kate has significant motor difficulties, including lack of muscle tone, difficulties with
controlling movement and long-sightedness. There are no other specific medical diagnoses
although it has been recognised that she has developmental delay in a number of areas.
Kate has been prescribed glasses but appears not to like wearing them.
Kate can walk independently with a wide legged gait – she has reduced dynamic
balance and wears bilateral ankle foot orthotics to maintain the correct positioning
of her feet and ankles inside her shoes.
Kate has low muscle tone and this makes performing fine motor skills difficult for her,
and has low stability in her wrist and hand joints.
Kate can choose what she wants to eat and can feed herself with the appropriate
tableware and a low level of assistance from an adult. She continues to try to eat from
her own plate only.
Kate eats using a Mannoy plate C and child-sized cutlery.
Kate is not yet toilet trained.
Kate’s health and wellbeing learning outcomes are detailed in her Individualised
educational programme. Those which require co-ordination with Health are
documented in the educational objectives in this co-ordinated support plan.
Factors Giving Rise to Additional
Support Needs
Conclusions based on multi-agency assessment information
• Low muscle tone and strength resulting in walking, balance and fine
motor difficulties
• Excessive joint movement
• Long-sightedness
• Developmental delay
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West Castlebridge Council
Educational Objectives
Set out below are the educational objectives that require co-ordination of support for Kate.
Objective
Additional Support Required
Specific targets for a
Staffing, resources and aids, and any particular
minimum of 12 months approaches
Persons Providing
Support
Agencies or professions
involved
Literacy
Communication: listening and talking
Kate will respond to
new words and
phrases – for example,
respond appropriately
to one or two spoken
word communications
Kate will use new
words and phrases –
for example, a range
of symbols, Makaton
signs or recognisable
single words or two
word phrases
Advice and support for classroom staff on a
weekly basis from a Speech and Language
Therapist
Ongoing monitoring and assessment of Kate’s
language
Boardmaker symbols and visual timetable
Class teacher and support
for learning assistants of
the Oak Park Unit,
Hightown Primary School
National Health Service
speech and language
therapist
Additional Makaton training as required for
classroom staff
Ongoing monitoring and assessment of Kate’s
language skills
Individual or small group sessions with Speech
and Language Therapist and classroom staff
in short episodes (2-3 sessions each a term)
interspersed with consolidation episodes for
transference of skills at home and school
Health and Wellbeing
Mental, emotional, social and physical wellbeing
Kate will develop
management and
control of body
movements – for
example, pulling
herself up from the
floor without aids
A daily movement programme undertaken by
Class teacher and support
classroom staff which will be supported and
for learning assistants of
monitored on a weekly basis by the Physiotherapist the Oak Park Unit,
Hightown Primary School
Ongoing assessment, monitoring and review
of targets to be included in the Individualised
educational programme
Additional training as and when required for
classroom staff
National Health Service
physiotherapist who can
call on the support of
an orthotist
Physiotherapy advice and liaison with other
professionals regarding equipment as necessary
Kate will develop
management and
control of hand
movements – for
example, moving a
loaded spoon from the
plate to her mouth
An individualised programme designed by the
Occupational Therapist and monitored on
six‑monthly basis
An individualised programme undertaken by
classroom staff
Class teacher and support
for learning assistants of
the Oak Park Unit,
Hightown Primary School
National Health Service
physiotherapist who can
call on the support of
an orthotist
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West Castlebridge Council
Nominated School
SchoolOak Park Unit, Hightown Primary School
Headteacher
Mrs Victoria Eveson
Nature of placementDay
Address
Manor Road
Moat Drawbridge
Castle
CA3 12NN
Contact Telephone Numbers
01333 503338 (School)
01333 503339 (Oak Park Unit)
01324 503337 (Fax)
Parental Comment
The views of the parent on the plan
Mr and Mrs Leven are keen to support Kate’s education, and look forward to developing
Kate’s individualised educational programme in response to progress.
Kate’s Comments
Kate’s views of the plan
Kate is unable to comment formally on this plan at the moment. However, her high levels
of engagement with the activities offered in Hightown Primary School suggest some cooperation with the activities offered. She shows keenness to interact with staff and her
peers in school.
Co-ordinated Support Plan Review
Timetable
Co-ordinated support plan datedxx-xx-xx
Review must begin by
xx-xx-xx
Review must be completed by
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xx-xx-xx or within 12 weeks of starting the review
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West Castlebridge Council
Education Authority Contact Points
Additional Support Provision Co-ordinator
The person responsible, on behalf of the Education Authority, for co-ordinating Kate’s
additional support
Name
Susan Comelle
TitleDepute Headteacher
Contact address
Hightown Primary School
Contact telephone number
01333 503338
Parental Advice and Information on the Co-ordinated Support Plan
The parent of a child with a co-ordinated support plan or Kate may obtain advice and
further information from the following person
Name
Hamish C Ellerton
TitlePersonal Support for Learning Adviser, West Castlebridge
Council
Contact address
1 Castletown Road, Bridge Road, Castle CA1 1AA
Contact telephone number
01333 333446
In accordance with section 11 of the Education (Additional Support for Learning) (Scotland)
Act 2004 and the Education (Co-ordinated Support Plan) (Scotland) Regulations 2005,
this co-ordinated support plan is made by West Castlebridge Council on xx-xx-xx in
respect of Kate Leven.
Signed
Frank Andrews
Name
Frank Andrews
xx-xx-xx
TitleAdditional Support for Learning Manager, Castlebridge Council
Copies:
• Mr and Mrs Leven
• Support for Learning Administration
• Hightown Primary School
• Educational Psychology
• Speech and Language Therapy
• Orthotist
• Physiotherapy
• Occupational Therapist
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Kyle’s Story
Introduction
The extent of Kyle’s additional support needs first began to emerge during the early years of primary
school. Despite a number of support strategies being tried at school, Kyle began to show persistent
levels of distress, which became increasingly difficult to manage, particularly at lunch and break times.
He also began to show a reluctance to attend school, presenting his parents with difficult behaviour
most mornings.
Assessing Kyle’s Needs
As difficulties persisted the headteacher sought Kyle’s parents’ agreement to a psychological
assessment. He was subsequently referred for a specialist language and communication assessment
via the speech and language therapy service, leading to a diagnosis of an autism spectrum disorder.
In light of these assessments, the school prepared an individualised educational programme to assist
in the planning, delivery and review of Kyle’s needs. In P3, Kyle moved to a special class for children
with language and communication difficulties. As it was now apparent that he would require a
significant level of support at school and forward planning on a continuing basis, the education
authority opened a Record of Needs in January 2001. The school maintained Kyle’s individualised
educational programme and record of needs through a process of multidisciplinary review and
planning. Around this time Kyle was also assessed by the child and adolescent mental health services
and diagnosed as having attention-deficit (hyperactivity) disorders.
Co-ordinated Support Plan
In P6, planning began for Kyle’s secondary education and he enrolled in a special school
at the beginning of S1 in August 2005. At his review in 2006, the headteacher explained
the changes introduced by the Additional Support for Learning Act and proposed that an
assessment should take place to consider whether a co-ordinated support plan was
required to assist in the co-ordination of support for Kyle’s school education. During the
co-ordinated support plan assessment process, the school’s speech and language therapy
team were invited to set out their contributions to Kyle’s individualised educational
programme learning outcomes. Information was also sought from Kyle, his parents, the
social worker and child and adolescent mental health services staff responsible for the
management of Kyle’s attention deficit (hyperactivity) disorders. The assessment concluded
that the speech and language therapy service was providing extensive direct and indirect
support in the planning, management, delivery and review of Kyle’s school education on a
continuing basis. Representatives from the speech and language team (a therapist and a
therapy assistant) were providing significant support to the class team in relation to Kyle’s
long-term individualised educational programme learning outcomes for health and wellbeing
and literacy. In light of this, the education authority concluded that in order to benefit
Writing a co-ordinated support plan
14
from school education Kyle required the co-ordination of significant support from the
NHS and that he required a co-ordinated support plan. Although in themselves the
contributions of the consultant psychiatrist and the clinical psychologist were not
considered ‘significant’ under the terms of the Act, they too were incorporated into the
Plan as they were provided by the same agency as the speech and language therapy
service. Kyle’s individualised educational programme includes other learning outcomes
for health and wellbeing which the school can meet without significant support from
another agency. As these do not require the same level of co-ordination, they are
managed through the individualised educational programme. The co-ordinated support
plan educational objectives are also specified in greater detail within the individualised
educational programme.
Integrated Assessment and Planning
Although Kyle’s social worker was providing a highly valued support to Kyle and his
family, including respite care, this was not required to support his school education. In
light of this Kyle’s co-ordinated support plan, his Individualised educational programme
and his social work care plan all contribute to and are reviewed within an integrated
assessment framework.
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West Castlebridge Council
Education Support Division
1 Castletown Road, Bridge Road, Castle, Scotland CA1 1AA
Tel 01333 333444 Fax 01333 333555 Email Support@Castlebridge.gov.uk
Confidential
Co-ordinated support plan 2010–11 for
Kyle Corvett (17-02-96)
5 March 2010
Details
Kyle’s Home Address
Flat 4, Rampart Towers
Kirkton
Nr Castle
CA12 5JN
Contact Telephone Numbers
01333 407654 (Home)
07777 777666 (Mobile)
Preferred Language and Communication Method
Kyle uses and understands spoken English.
Schools Currently Attended
Name
Valley View School
Date of entry
17 August 2005
Unique pupil identifierRH1097867564J
GenderMale
Parental Details
Name of parent or carer
Mr and Mrs Calloway
Relationship to Kyle
Mother and Stepfather
Address if different from Kyle’s
As above
Contact Telephone Numbers
01333 407654 (Home)
07777 777666 (Mobile)
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West Castlebridge Council
Parental Preferred Language and Communication Method
Mr and Mrs Calloway use and understand spoken English.
Parental Details
Name of parent or carer
Mr Corbett
Relationship to KyleFather
Address if different from Kyle’s
22 Kirkstone Court
Hammerton
Castle
CA1 7HN
Contact Telephone Numbers
01333 336543 (Home)
07999 333222 (Mobile)
Parental Preferred Language and Communication Method
Mr Corbett uses and understands spoken English.
Profile
A summary of Kyle’s skills and capabilities and any other relevant information
Kyle is an able boy who enjoys learning when it is structured and in an area of current
interest to him. He loves adult one-to-one attention and thrives on asking questions
about a huge variety of topics, mainly about everyday aspects of the day. He often gets
extremely interested in one particular topic at a time but after some weeks will move
onto something else. Kyle is able to access most of the curriculum at an age appropriate
level. With a structured approach he concentrates well on work tasks and completes
them in the allotted time.
Kyle has an autism spectrum disorder and he attends Valley View School, a special school
making specialist provision for children and young people with an autism spectrum
disorder. He benefits from a small group setting (six children in each class) and a highly
structured and predictable learning environment with an emphasis on visual supports.
Kyle has an individualised educational programme detailing his learning outcomes.
Kyle has a care plan which sets out arrangements for respite care and a health
care programme for his medication; these are managed alongside his individualised
educational programme and the CSP within the integrated assessment and
support framework.
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West Castlebridge Council
Literacy and English
Kyle likes to read and will mainly choose non-fiction books. He is working very well within
first level in reading and writing in P7. He has difficulty with higher order language skills;
he can be literal in his understanding and has problems in inferring information. He
often already knows the answer to the questions he asks. He has limited verbal response,
particularly when he is anxious or worried.
The learning outcomes Kyle is working towards in this area are detailed in his individualised
educational programme. Some of these outcomes require input from an NHS speech and
language therapist. The learning outcomes requiring co-ordination with the National Health
Service are set out in the educational objectives in this co-ordinated support plan.
Numeracy and Mathematics
Kyle has made good progress in maths, having achieved level D in S1. He enjoys computer
games and the play station although he only uses the latter at home.
Health and Wellbeing
Kyle has difficulties with peers in terms of social interaction. He experiences a high
level of anxiety and finds it difficult initiating and maintaining relationships. He has
little awareness of danger and personal safety. Taking this into account, individual
arrangements have been made for his home to school transport.
Kyle appears to have sensory difficulties and is frightened of the school bell, fire alarm
and unexpected noises. He has a limited range of food that he will eat and does not like
people watching him eat.
Kyle finds the social aspects of the day particularly challenging and he expresses this in
significant behavioural difficulties. He has been diagnosed as having attention-deficit
(hyperactivity) disorders for which he is receiving treatment in the form of regular medication.
Some of the learning outcomes Kyle is working towards in this area are detailed in his
individualised educational programme. Some of these outcomes require input from an
NHS practitioner. The learning outcomes requiring co-ordination from the National Health
Service are set out in the educational objectives in this co-ordinated support plan.
Factors giving rise to additional
support needs
Conclusions based on multi-agency assessment information
• Autism spectrum disorder
• Attention-deficit (hyperactivity) disorder
• Use of methylphenidate during the school day
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West Castlebridge Council
Educational Objectives
Set out below are the educational objectives that require co-ordination of support for Kyle. It is
expected that normally the educational objectives will be derived from the learning outcomes in an
Individualised educational programme.
Objective
Specific targets for a minimum of
12 months
Additional Support Required
Staffing, resources and aids, and any
particular approaches
Persons Providing
Support
Agencies or
professions involved
Literacy
Communication: listening and talking
Kyle will improve skills in
engaging with others and will
know when and how to listen,
when to talk, how much to say,
when to ask questions and how
to respond with respect – for
example, checking understanding,
making on-topic conversational
contributions, and recognising
when a topic has come to a close
Termly review and consultation between
the speech and language therapist and
the class team to:
• provide a consistent approach
to day-to-day communication,
including understanding of
ambiguous statements
• encourage Kyle to be aware of
feelings of others, listen to others and
use appropriate conversational skills
Kyle will develop his understanding
of non-verbal forms of
communication – for example,
expression of emotion through
tone and loudness of speech
Discussion and demonstration of
appropriate social communication skills
in a 50-60 minute weekly small group
led by the speech and language therapist
and members of the class team, delivered
in six weekly blocks each term
NHS speech and
language therapist
class teacher
classroom assistant
Health and Wellbeing
Mental, emotional, social and physical wellbeing
Kyle will develop his
understanding that a variety of
thoughts and emotions affect
how he feels and behaves, and he
will learn ways of managing them
appropriately in the context of
different aspects of the school
day, to promote calmness, reduce
anxiety and prevent socially
disruptive behaviours
Termly consultation between class
teacher and child and adolescent mental
health team, including monitoring and
advice, and representation at annual
review meeting
Written support strategies to be
consistently used by all staff throughout
the school
NHS speech and
language therapist
consultant clinical
psychologist
class teacher
classroom assistant
Kyle will be supported to use resources
for self monitoring and managing his
feelings (for example, the Thermometer
Chart and Feelings Card), with scores
reviewed weekly by a member of the
class team
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West Castlebridge Council
Objective
Specific targets for a minimum of
12 months
Additional Support Required
Staffing, resources and aids, and any
particular approaches
Kyle will learn skills and strategies
which will support him in
challenging times, particularly in
relation to change at transition –
for example, using his signifiers as
cues to prepare himself for a
change of activity, using a signifier
for unpredictable events and
counting to 10 to manage his
anxiety
Assessment and advice to the class
NHS speech and
teacher from the educational psychologist language therapist
and speech and language therapist
class team
Transitions and changes to be planned
educational
well in advance and communicated to
psychologist
Kyle using appropriate language/
signifiers to support his understanding
Kyle will learn how to assess and
manage risk to protect himself
and others and to reduce
potential harm where possible –
for example, recognising the
danger presented by internetbased encounters
Persons Providing
Support
Agencies or
professions involved
All school staff are required to give Kyle
reassurance when he becomes anxious
and this should be on a one-to-one basis
An independent and living skills
programme developed, implemented
and assessed by the speech and
language therapist and school staff
NHS speech and
language therapist
consultant clinical
psychologist
Assessment, monitoring and advice –
class teacher
and if appropriate support and training –
classroom assistant
to the class team from the child and
Kyle will develop his understanding adolescent mental health service
and adherence to rules and
responsibilities for his personal
safety and that of others
Health and Wellbeing
Food and Health
Kyle will learn to eat in social
situations, including the school
dining hall
Kyle will understand the benefits
of a varied diet, experience a
variety of foods at school and
make a wider range of choices at
snack and mealtimes
Writing a co-ordinated support plan
An incentive scheme based around
recognising Kyle’s choices, devised
following consultation between class
teacher and child and adolescent mental
health team
Representation from child and adolescent
mental health services at annual review
meeting
consultant clinical
psychologist
class teacher
classroom assistant
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West Castlebridge Council
Nominated School
School
Valley View School
Headteacher
Ms Lynsey Bayton
Nature of placementDay
Address
Redton Road
Valley View
Castle
CA2 5EF
Contact Telephone Numbers
01333 503338 (School)
01333 503339 (Oak Park Unit)
01324 503337 (Fax)
Parental Comment
The views of the parent on the plan
Kyle’s mother is happy with the plan and the process involved in creating the plan.
Kyle’s father did not attend the planning meeting, nor return the consultation form.
However, in discussion with Wilson Rosewell, Personal Support for Learning Adviser,
Mr Corbett stated that he agreed with Kyle’s mother about the support in place.
Kyle’s Comments
Kyle’s views of the plan
Although Kyle did not want to be involved in the process or the plan he indicated he did
not want to eat in the dining hall.
Co-ordinated Support Plan Review
Timetable
Co-ordinated support plan datedxx-xx-xx
Review must begin by
xx-xx-xx
Review must be completed by
xx-xx-xx or within 12 weeks of starting the review
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West Castlebridge Council
Education Authority Contact Points
Additional Support Provision Co-ordinator
The person responsible, on behalf of the Education Authority, for co-ordinating Kyle’s
additional support
Name
Ms Lynsey Bayton
TitleHeadteacher
Contact address
Valley View School
Contact telephone number
01333 503338
Parental Advice and Information on the Co-ordinated support plan
The parent of a child with a co-ordinated support plan or Kyle may obtain advice and
further information from the following person
Name
Wilson Rosewell
TitlePersonal Support for Learning Adviser, West Castlebridge
Council
Contact address
1 Castletown Road, Bridge Road, Castle CA1 1AA
Contact telephone number
01333 333447
In accordance with section 11 of the Education (Additional Support for Learning) (Scotland)
Act 2004 and the Education (co-ordinated support plan) (Scotland) Regulations 2005, this
co-ordinated support plan is made by West Castlebridge Council on xx xx xx in respect of
Kyle Corbett.
Signed
Frank Andrews
Name
Frank Andrews
xx-xx-xx
TitleAdditional Support for Learning Manager, West Castlebridge Council
Copies:
• Mr and Mrs Calloway
• Mr Corbett
• Support for Learning Administration
• Valley View School
• Educational Psychology
• Speech and Language Therapy
• Child and Adolescent Mental Health Services
• Physiotherapy
• Occupational Therapist
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Alice’s Story
Introduction
Alice is 14 years old years old and the eldest of four children. She was identified as a child at risk
in the first year of life after her health visitor became concerned about the impact of her mother’s
mental health needs on her relationship with Alice and Alice’s care. She attended a children and
family centre from the age of nine months. Alice’s father received a six-year prison sentence when
she was six months old and has not had any active part in her life since that time. Alice’s family has
been reconstituted periodically, involving her mother and three different male partners at different
times. In the course of this Alice was a witness to and victim of domestic violence and sexual abuse.
Alice has had no contact with her siblings for the past three years and has not heard from her
mother for the last 18 months. At the age of 10 Alice was placed in kinship care with her maternal
grandmother and for a period of approximately 12 months she became much more settled. Around
that time her grandmother became ill with cancer and died six months later.
Assessing Alice’s Needs
Apart from a relatively brief period after she began living with her grandmother, Alice’s attendance
record was a great concern to her schools and to the education welfare service. As a result, Alice
has missed out on many of the foundations of learning expected at her age and this presents an
additional barrier to her now benefiting from a school education. Throughout primary school Alice
was reported as showing high levels of anxiety and low levels of concentration and these continue to
be areas where Alice requires significant additional support from the education authority, the school
health team and the child and adolescent mental health service. After her grandmother became too
ill to care for her, Alice was transferred to an out-of-authority special school. This was an extremely
traumatic period for Alice. After that point she became more troubled and aggressive to her peers
and the adults in her life. Shortly after this transfer, Alice was admitted to hospital under the Mental
Health Act following self-harm and assaults on care staff. After a referral to the Children’s Reporter,
Alice was placed in Secure Accommodation.
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23
Co-ordinated Support Plan
Alice’s co-ordinated support plan was opened following multi-agency assessment and
planning around the time of the hearing of the Children’s Panel. The decision to open
the CSP reflects the direct contributions by social work staff in enabling Alice’s needs to
be managed in the school setting. Alice’s mental health care likewise has a significant
bearing on the methods and approaches used to enable Alice to function in the social
learning environment of school education where she is required to co-operate with staff
and her peers.
Alice has no appetite for remaining at school beyond the statutory leaving age and
it is anticipated that she will require carefully planned opportunities and support in
progression towards work in her chosen area of interest – animal care. With this in
mind significant support will be required from Skills Development Scotland and the
further education college, so likewise the contributions from these agencies is
included in the CSP.
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West Castlebridge Council
Education Support Division
1 Castletown Road, Bridge Road, Castle, Scotland CA1 1AA
Tel 01333 333444 Fax 01333 333555 Email Support@Castlebridge.gov.uk
Confidential
Co-ordinated support plan 2010–11 for
Alice McHendry (28-05-96)
30 March 2010
Details
Alice’s Home Address
Simpson Guidance Centre: Secure Unit
Munro Road
Capital City
Scotland
CC57 8QL
Contact Telephone Number
01555 888000 (Simpson)
Preferred Language and Communication Method
Alice uses and understands spoken English.
School Currently Attended
Name
The Simpson Guidance Centre: Secure Unit
Date of entry25-08-09
GenderFemale
Parental Details
Name of parent or carerBarry Marr, Unit Manager, Simpson Guidance Centre:
Secure Unit
Relationship to AliceCarer
Address if different from Alice’s
Same as above
Contact Telephone Numbers
01505 888000 (Main)
01505 888010 (Secure Unit)
01505 888001 (Fax)
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West Castlebridge Council
Parental Preferred Language and Communication Method
Uses and understands spoken English.
Name of parent or carer
Mrs Natalie McHendry
Relationship to AliceMother
Address if different from Alice’s
234 Carlton Towers
Burnbrae
Castle
CA42 5BB
NB: this is the last known address for Alice’s mother, but this level of flats at
Carlton Towers is unoccupied at present. No forwarding address has been
obtainable from neighbours or family.
Contact Telephone Number
07777 123456
NB: this number no longer rings, and no other number can be obtained from
directory enquiries.
Preferred Language and Communication Method
Mrs McHendry uses and understands spoken English.
Profile
A summary of Alice’s skills and capabilities and any other relevant information
Alice is a rapidly maturing young woman who has a positive relationship with young
children and animals, and can be a pleasant companion to some peers.
Alice is currently a looked after child, is looked after away from home, and is subject
to a secure order which is due for review on 2 June 20XX.
Alice is currently residing in the Simpson Guidance and Resource Secure Unit, having
previously been placed at Peterside Residential Special School, Castle School Support
Centre and the Middleburn Therapeutic Community. Prior to her transfer, Alice was
hospitalised in St John’s Hospital under the Mental Health Act following self-harm
and assaults on care staff.
Alice has experienced school attendance difficulties. Currently, her interest in pursuing
any form of classroom learning is at a low level.
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West Castlebridge Council
A joint assessment and planning process for Alice has a care plan from Castle social work
services, a health care plan, and an Individualised educational programme as well as her
CSP. Both her care plan and CSP require significant support from the NHS.
Alice’s Care Plan requires review every six months and this will be used as the opportunity
for reviewing progress on a joint basis across the range of agencies involved in her care,
support and education.
Literacy
Partially due to extreme levels of non-attendance, Alice’s reading and writing abilities
have yet to progress to outcomes at the second level – she can read environmental signs
and notices, and can complete basic forms in a rather immature hand. She is currently
working towards a national qualification at foundation level english.
Literacy learning outcomes are detailed in Alice’s individualised educational programme.
Numeracy
Alice has very practical skills around numeracy and could work towards a national
qualification at Access 3.
Numeracy learning outcomes are detailed in Alice’s individualised educational programme.
Health and Wellbeing
Alice has been prescribed medication to modify some behaviours, reduce her levels of
arousal and improve her emotional stability. Whilst her anxieties seem to have decreased,
her physically challenging behaviours have increased in the last six months – for example,
pushing staff.
She responds better on a one-to-one basis with adults with whom she has built a relationship.
Alice struggles to sustain peer relationships and is not comfortable within a classroom
group setting of four. However, when Alice is busy and kept engaged she has a more
positive outlook.
She requires high levels of staff support to help her manage her behaviours and her
interactions with adults and peers. Within the learning setting, Alice responds better to
‘zero tolerance’ of low level behaviours. Between November 20xx and February 20xx
Alice’s timetable has been split between lessons in the Simpson Centre and vocational
training within the secure unit.
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West Castlebridge Council
Alice particularly enjoys practical activities such as home economics and physical education.
Her opportunities to enjoy a breadth of outdoor learning activities are curtailed as a result
of her secure accommodation; however, she continues to require an active, physical
curriculum within her learning environment.
Some behavioural and emotional learning outcomes are detailed in Alice’s individualised
educational programme, and the medication regime is specified within the care plan. The
targets requiring co-ordination with health and social work professionals are documented
in the educational objectives in this co-ordinated support plan. Planning provision and
support for Alice’s future will also benefit from co-ordination with further education and
Skills Development Scotland.
Factors Giving Rise to Additional
Support Needs
Conclusions based on multi-agency assessment information
• Chaotic and traumatic family history
• Victim of physical, emotional and sexual abuse
• No direct contact with her siblings and very rare contact with her mother
• High levels of anxieties and low levels of concentration
• Violent behaviour towards peers and staff
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West Castlebridge Council
Educational Objectives
Educational targets that require co-ordination of support for Alice
Objective
Specific targets for a minimum
of 12 months
Additional Support Required
Staffing, resources and aids, and any
particular approaches
Persons Providing
Support
Agencies or
professions involved
Health and wellbeing
Mental, emotional, social and physical wellbeing
Alice will develop her sense of
self-worth and confidence
through contributing and
participating in the school
community – for example,
joining classes that offer steps to
accredited national qualifications
Alice will learn to approach
adults and trusted peers for
practical and emotional support,
building positive relationships
with the adults working with her
One-to-one adult support throughout the
school day, and access to small group
provision
Continued behaviour management, with
well ordered and predictable routines across
the school day
Time-out provision and crisis intervention
to support Alice’s emotional wellbeing and
allow her to continue her engagement in
the school setting
Shared strategies supported by regular
contact between all staff supporting Alice’s
school education
Adult support to develop Alice’s abilities to
read the subtle communication of peers
and adults
Alice will manage herself in her
relationships with others,
particularly her peers, and
demonstrate appropriate social
skills with peers and adults,
acknowledging others’ thoughts Adult support to develop Alice’s
comprehension of social use of language
and emotions
Simpson Guidance
and Resource
education and care
staff
social worker
educational
psychologist
school nurse
keyworker from
child and
adolescent mental
health services
Health and wellbeing
Planning for choices and changes
Alice will make suitable and
All adults around Alice to be sensitive and
realistic informed choices and set aware of her emotional development and
manageable goals for transition support Alice to make positive choices
Simpson Guidance
Centre education
and care staff
Continued access to a meaningful and
keyworker from
purposeful skills-for-life curriculum which
child and
includes practical activities and ASDAN
adolescent mental
opportunities
health services
Continuing support from adults to reinforce Skills Devleopment
personal care and living skills
Scotland
Work experiences following progress with
school liaison
independent, safe travel
officer,
Planning opportunities to support Alice’s
Baird Further
future progression to further education in
Education College
preparation for work in animal care
educational
Simpson Guidance and Resource staff to
psychologist
liaise with Child and Adolescent Mental
Health Staff regarding Alice’s mental health
issues, seeking guidance and support
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West Castlebridge Council
Nominated School
School
Simpson Guidance Centre: Secure Unit
Headteacher
Bernice Auchterton
Nature of placementResidential Secure
Address
Simpson Guidance Centre: Secure Unit
Munro Road
Capital City
Scotland
CC57 8QL
Contact Telephone Number
01555 888000 (Simpson)
Parental or Carer Comment
The views of the parent on the plan
Alice’s Social Worker, Davina Cardew, has provided long-term, consistent, realistic and
unconditional support to Alice. She, and Castle’s social work services, are supportive of
the co-ordinated support plan.
Mrs McHendry’s views on this plan are not known. She has not seen Alice in Simpson.
Her views on the previous co-ordinated support plan were broadly supportive, even
though not formally expressed.
Alice’s Comments
Alice’s views of the plan
Alice has said in the past that she is unwilling to return to school-based education, but
she is keen to secure sufficient learning to allow her to pursue an animal care career.
Co-ordinated Support Plan Review
Timetable
Co-ordinated support plan amendedxx-xx-xx
Review must begin by
xx-xx-xx
Review must be completed by
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West Castlebridge Council
Education Authority Contact Points
Additional Support Provision Co-ordinator
The person responsible, on behalf of the Education Authority, for co-ordinating Alice’s
additional support
NameAudrey Baird
TitleEducation Manager
Contact address
The Simpson Guidance Centre: Secure Unit
Contact telephone number
01555 888000
Parental Advice and Information on the Co-ordinated Support Plan
The parent of a child with a co-ordinated support plan or Alice may obtain advice and
further information from the following person.
Name
Hugh Stearman
TitlePersonal Support for Learning Adviser,
West Castlebridge Council
Contact address
1 Castletown Road, Bridge Road, Castle CA1 1AA
Contact telephone number
01333 333447
In accordance with section 11 of the Education (Additional Support for Learning) (Scotland)
Act 2004 and the Education (co-ordinated support plan) (Scotland) Regulations 2005, this
co-ordinated support plan is made by West Castlebridge Council on xx-xx-xx in respect of
Alice McHendry.
Signed
Frank Andrews xx-xx-xx
Name
Frank Andrews
TitleAdditional Support for Learning Manager,
West Castlebridge Council
Copies:
• Alice
• Parents
• Education Support Division Administration
• Simpson Guidance Centre: Secure Unit
• Educational Psychology
• Child and Adolescent Mental Health Services
• Social Worker
• Careers Scotland
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Writing a co-ordinated support plan
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Jack’s Story
Introduction
Jack’s complex needs were identified shortly after his birth – as part of his discharge plan from
hospital, he was referred to the community disability team. When Jack was 2 years old the community
paediatrician brought Jack’s needs to the attention of the pre-school home visiting team of the
education authority. Following this, home visits were made to provide Jack’s parents with advice about
suitable play and early education activities to support Jack’s development. Jack and his mother were
invited to join a playgroup and were introduced to the additional support needs toy library. After
she had become familiar with Jack’s needs the teacher worked with his parents to identify relevant
learning outcomes to guide their work and help to monitor Jack’s progress. This was included in Jack’s
integrated care plan, which his parents and the professionals working with them used to co-ordinate
support. Around the time of Jack’s third birthday he started nursery, which involved two days at the
nursery attached to his local school and three days in a nursery with a hydrotherapy pool and other
specialist facilities. In both settings Jack required a high level of adult support from the school.
Assessing Jack’s Needs
At this point, a joint individualised educational programme was agreed. At the first review meeting
the headteacher suggested that since Jack’s targets for health and wellbeing and literacy require
support from the national health service therapy team, she would begin the process to consider
whether he required a co-ordinated support plan. She provided Jack’s parents with a leaflet that
explained the process, their role in it and their rights of appeal.
During the co-ordinated support plan assessment process, the therapists set out their contributions to
a number of Jack’s individualised educational programme learning outcomes. These included extensive
direct and indirect involvement in the planning, management, delivery and review of Jack’s needs on
a continuing basis. In light of this, the education authority concluded that Jack’s programme required
the co-ordination of significant support from health services as well as the nursery and in these
circumstances he required a co-ordinated support plan.
Co-ordinated Support Plan
The co-ordinated support plan was drafted, taking into account information and views
from nursery staff, National Health Service practitioners and Jack’s parents. The plan was
first issued when Jack was aged 3 years and 10 months.
Integrated Assessment and Planning
The co-ordinated support plan has been reviewed and updated since then, along with his
individualised educational programme and health care plan, at multidisciplinary meetings
on an annual basis. As Jack continues to require the co-ordination of significant support
from the National Health Service with his school in order to meet his individualised
educational programme learning outcomes, his CSP remains open.
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West Castlebridge Council
Education Support Division
1 Castletown Road, Bridge Road, Castle, Scotland CA1 1AA
Tel 01333 333444 Fax 01333 333555 Email Support@Castlebridge.gov.uk
Confidential
Co-ordinated Support Plan 2010–11 for
Jack Forth (12-09-02)
12 February 2010
Details
Jack’s Home Address
Flat 4, Rampart Towers
Kirkton
Nr Castle
CA12 5JN
Contact Telephone Number
01333 407654 (Home)
Preferred Language and Communication Method
Jack understands some spoken English, and is starting to vocalise.
Schools Currently Attended
NameEaster Keep School
Date of entry
17 August 2007
Unique pupil identifierW5555566666
GenderMale
Parental Details
Name of parent or carer
Mr and Mrs Forth
Relationship to JackParents
Address if different from Jack’s
As above
Contact Telephone Numbers
01333 331010 (Home)
07777 777666 (Mobile)
Parental Preferred Language and Communication Method
Mr and Mrs Forth use and understand spoken English.
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West Castlebridge Council
Profile
A summary of Jack’s skills and capabilities and any other relevant information
Jack is a happy and sociable boy. He attends Easter Keep School, which is a special
school, where he benefits from a sensory curriculum and a high staff: pupil ratio to meet
his educational, health and welfare needs. He requires individual therapy and indirect
intervention to be carried out by a physiotherapist, speech and language therapist
and occupational therapist to ensure the curriculum is adapted to meet his physical,
developmental and communication needs. He has a current individualised educational
programme which details his learning outcomes and he has a health care plan which
is co-ordinated jointly with the Ravenhurst Complex Care Team.
Literacy and English
Jack has good eye contact and an engaging smile. He uses a range of vocalisation
to participate in social activities. At present he uses vocalisation, eye pointing, facial
expression and hand movements to communicate choices and indicate his feelings.
Over the last year Jack has made progress in his motor skills programme and has
started to reach out towards objects that attract him. He enjoys listening to stories
especially when these stories are supported by puppets and sound effects. He enjoys
songs and becomes excited when interacting through music, especially in a small group.
He responds positively to familiar faces and voices. He understands some spoken
language, but his level of understanding is difficult to quantify at present. He dislikes
loud, unexplained sounds.
Jack is beginning to using symbols to indicate choice. Jack’s use of these systems is
progressing on an incremental basis in finely graded steps; last June with assistance
he started to use a Big Mac switch to make choices on the computer table.
Jack’s learning outcomes are detailed in his individualised educational programme.
Those outcomes which require co-ordination with the NHS professionals are
documented in the educational objectives in the co-ordinated support plan.
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West Castlebridge Council
Numeracy and Mathematics
Jack likes to go out into the community in the mini-bus and shows an interest in the
world around him. He is developing skills in exploring his immediate environment and
enjoys playing with toys and objects which have musical sounds. The increase in his
switching skills suggests he is beginning to understand some links between cause and
effect. The learning outcomes Jack is working towards in this area are detailed in his
individualised educational programme.
Health and Wellbeing
Jack is dependent on others for all aspects of his personal care. As a result he needs to be
hoisted and handled by trained staff using equipment and agreed protocols. Mobility aids
are assessed and upgraded regularly to meet his changing needs.
Jack is fed through a gastrostomy. Following joint work this year from Ravenshurst
Complex Care Team, the school and his parents, he now enjoys the taste of some soft
foods, and accepts a mouthful of food at mealtimes.
Jack’s learning outcomes are detailed in his individualised educational programme. Some
of the learning outcomes Jack is working towards in this area require input from the
National Health Service. The learning outcomes that require coordination from the NHS
are set out in the educational objectives in the co-ordinated support plan.
Factors Giving Rise to Additional
Support Needs
Conclusions based on multi-agency assessment information
• Spastic quadriplegia with dystonia and microcephaly
• Global developmental delay
• Fed by a gastrostomy, powered by a pump, at home and at school
• Periods of ill-health
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West Castlebridge Council
Educational Objectives
Set out below are the educational objectives that require co-ordination of support for Jack. It is
expected that normally the educational objectives will be derived from the learning outcomes in an
Individualised educational programme.
Objective
Specific targets for a minimum of
12 months
Additional Support Required
Staffing, resources and aids, and any
particular approaches
Persons Providing
Support
Agencies or professions
involved
Literacy
Communication: listening and talking
Jack will learn useful or interesting
information about his environment
through listening, watching,
touching, smelling and tasting.
Programmes developed jointly by the
multidisciplinary team; incorporating
direct and indirect input from speech
and language therapists and
Jack will use eye pointing switches occupational therapists
and his communication book as
Alternative Augmentative
he learns to indicate his choices,
Communication systems including
express likes and dislikes and learn low tech communication books and
new things. For example, he will
adapted information and
make increasingly more
communications technology
independent/complex choices in
equipment
movement group, snack time,
Training for school staff on
circle time, drama and art, with
implementation of programme and
and without support.
use of equipment
staff of Easter Keep
School
NHS occupational
therapist
NHS speech and
language therapist
Termly collaboration with education
staff by speech and language therapist
and occupational therapist, to review
progress and next steps
Health and Wellbeing
Physical education, physical activity and sport
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West Castlebridge Council
Objective
Specific targets for a minimum of
12 months
Jack will develop his motor skills in
order to maximise participation in
movement activities by engaging
in set opportunities throughout
the school day
Jack will learn how to move his
body, exploring how to manage
and control it through:
• maintaining the range of
movement in all his joints and
muscles to improve head
control and sitting balance.
• increasing trunk activity and
trunk rotation to help improve
sitting posture and head
control and use of hand and
eyes together
• increasing the time that Jack
can work standing upright in
his standing frame, from
current 10-20 minutes to
50‑60 minutes
Additional Support Required
Staffing, resources and aids, and any
particular approaches
Persons Providing
Support
Agencies or professions
involved
A motor programme developed,
implemented and reviewed by
occupational therapist, physiotherapist
and school staff.
staff of Easter Keep
School
Training by occupational therapist and
Physiotherapist for school staff on
implementation of programme and
use of equipment.
NHS physiotherapist
and occupational
therapist
Regular monitoring of programme and
individual sessions by school staff and
occupational therapist and
Physiotherapist.
1:2 ratio of pupil to staff for transfers,
and a standing frame
Health and wellbeing
Food and health
Jack will experience and
demonstrate he is enjoying a
wider range of soft foods.
All staff trained in the procedures.
NHS Complex Care
Team
Supplies of feeding equipment and
medical equipment in place
staff of Easter Keep
School
Personal care resources
school nurse
Two adults supporting Jack
at mealtimes
access officer
Procedures in place for feeding.
Staff development delivered by NHS
and education staff
Jack will actively participate whilst
dressing and undressing via a
programme of graded activities
e.g. elevate his foot when his
trousers are offered to him, move
his head when his jumper or t-shirt
are being taken off
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Regular review and consultation
between occupational therapist
and the class team to provide a
programme of daily activities
delivered by the class team
NHS occupational
therapist
staff of Easter Keep
School
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Nominated School
SchoolEaster Keep School
Headteacher
Campbell Morton
Nature of placementDay
Address
Clark Terrace
Wall
Castle
CA2 4CD
Contact Telephone Numbers
01333 503833 (School)
01333 503834 (Fax)
Parental Comment
The views of the parent on the plan
From the Parents’ comments for the January 20XX Review:
“We have not seen a lot of differences in Jack although no big ones were expected. He
has done very well settling into his new routine. It is helpful to know that the therapists
are working well with the school, now everything has got going with his planning it is
working well.”
Jack’s Comments
Jack’s views of the plan
Jack is unable to provide a direct view at the moment, but from his interactions with
adults it appears that he is happy at Easter Keep School.
Co-ordinated Support Plan Review
Timetable
Co-ordinated support plan datedxx-xx-xx
Review must begin by
xx-xx-xx
Review must be completed by
xx-xx-xx or within 12 weeks of starting the review
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West Castlebridge Council
Education Authority Contact Points
Additional Support Provision Co-ordinator
The person responsible, on behalf of the Education Authority, for co-ordinating Jack’s
additional support
Name
Margaret Houston
TitleHeadteacher
Contact addressEaster Keep School
Contact telephone number
01333 503833
Parental Advice and Information on the Co-ordinated Support Plan
The parent of a child with a co-ordinated support plan or Jack may obtain advice and
further information from the following person.
Name
Wilson Rosewell
TitlePersonal Support for Learning Adviser, West Castlebridge
Council
Contact address
1 Castletown Road, Bridge Road, Castle CA1 1AA
Contact telephone number
01333 333447
In accordance with section 11 of the Education (Additional Support for Learning)
(Scotland) Act 2004 and the Education (co-ordinated support plan) (Scotland) Regulations
2005, this co-ordinated support plan is made by West Castlebridge Council on xx-xx-xx in
respect of Jack Forth.
Signed
Frank Andrews xx-xx-xx
Name
Frank Andrews
TitleAdditional Support for Learning Manager, West
Castlebridge Council
Copies:
• Mr and Mrs Forth
• Support for Learning Administration
• Easter Keep School
• Educational Psychology
• Access Officer, West Castlebridge Education Services
• NHS Speech and Language Therapy
• NHS Physiotherapy
• NHS Occupational Therapist
• NHS Complex Care Team
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