Getting it Right for Every Child

CPC_people

 

 

 

All children need support to help them learn. Some children require more help than others. We follow The Highland Practice Model staged approach to assessing , identifying and supporting additional support needs. In this model every child has a ‘named person’ who is responsible for making sure that the child or young person has the right help to support his/her development and well-being.

If you have a concern about your child in primary school please contact your child’s class teacher in the first instance or the ‘named person’, who will usually be the head teacher. In a secondary school, the named person will usually be the Principal Teacher Guidance/Pupil Support.

Sometimes a Child’s Plan may be put in place to help organise, monitor and regularly review your child’s progress.

If you wish to find out more about The Highland Practice Model or the Child’s Plan, you can access more information at

http://www.highland.gov.uk/learninghere/supportforlearners/generalguidance/planning

There are also Information sheets available at:
http://www.chipplus.org.uk

Scottish Ministers currently include the following agencies and organisations that can provide further information and support to parents of children and young people with additional needs:

o Enquire – the Scottish advice service for additional support for learning Enquire offers independent, confidential advice and information on additional support for learning through:

Telephone Helpline: 0845 123 2303 Email Enquiry service: info@enquire.org.uk Advice and information is also available at http://www.enquire.org.uk Enquire provides a range of clear and easy-to-read guides and factsheets including The parents’ guide to additional support for learning.

o Scottish Independent Advocacy Alliance, a charitable body registered in Scotland under registration number SC033576. Contact 0131 260 5380

o Scottish Child Law Centre, a charitable body registered in Scotland under registration number SCO12741. Contact 0131 667 6333

Child Protection

From time to time incidents can occur which cause concern and could indicate that a pupil is suffering some form of abuse.

In terms of Highland Child Protection Committee Inter-agency Protection Guidelines, Education Service staff must report such incidents to Social Work Services which can lead to a joint Social Work/Police investigation.

All agencies involved in child protection are obliged to make the welfare of children their paramount consideration and this will be the priority for Education Service staff.

More information about Child Protection Procedures within Highland can be obtained from the Child Protection Development Officer, Mrs Pene Rowe, Highland Child Protection Committee, Kinmylies Building, Leachkin Road, Inverness, IV3 8NN – Telephone (01463) 703421-Fax (01463 713237)

Health Care

School nurses are immersed in the culture of both health and education, and it is this knowledge that makes the service unique. Working closely with the school, the school nurse provides a universal accessible service to children families, carers and members of the local community. Currently, all children are seen by the school nurse during their first year in school. Some children require to be seen at regular intervals thereafter for ongoing health concerns. Parents and carers are welcome to be present if they wish. The school nurse has an active input into all areas of the health curriculum and contributes to the delivery of personal, social and health education including sex and relationships education.

The school nurse contact telephone no. is 01463 702305

Equal Opportunities 

Daviot School is an equal opportunity school. We value all people equally and celebrate the differences between them as enrichment to the school. The school creates an inclusive approach to education by:-

-creating an ethos of achievement for all pupils within a climate of high expectation;
-valuing a broad range of talents, abilities and achievements;
-promoting success and self-esteem by taking action to remove barriers to learning;
-countering conscious and unconscious discrimination that may prevent individuals, or pupils from any particular groups, from thriving in the school;
-actively promoting understanding and a positive appreciation of the diversity of individuals and groups within society.

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