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Support for Learning

Support for learning is an integral part of the whole school community. It endeavours to provide a high-quality service for the widest range of the school population. In doing so, it improves the quality of learning and teaching in the school.

All pupils are entitled to an education that will enable them to develop to their full potential - physically, intellectually, creatively, emotionally, and socially.  ome pupils also have particular needs, which the school must strive to meet and support.

The Support for Learning Department will work as a team to provide a co-ordinated and effective service. It operates as a partner with the Senior Management Team, with Guidance, with subject departments, with pupils, with parents and with external agencies. Support for Learning staff believe that learning takes place most effectively in the context of a caring relationship; good teacher/pupil relationships foster trust and promote self-reliance and initiative.

Co-ordinated Support Plans

Since the Education Scotland (Additional Support for Learning)(Scotland) Act 2004 came into force, some changes have now been implemented. Pupils who face barriers to their learning and need additional support to make progress are said to have "additional support needs". These can be short or long term. For instance, additional support may be needed for a pupil who is particularly gifted, is bereaved, does not attend school regularly or has a severe medical problem. Some pupils facing the biggest barriers to learning may require a 'Co-ordinated Support Plan' setting out their needs.

Individual Education Plans (IEPs) and Resources

Where any additional support is deemed necessary, individual education plans (IEPs) are drawn up for each pupil and progress is reviewed regularly.  Decisions are made about the resources, targets and actions that are most appropriate to the needs of the child. The views of parents, pupils and subject teachers are invited and highly valued as a contribution to such reviews. The school will, as necessary, call upon the help of external specialists, e.g. psychologists or therapists.


All teachers are concerned for the welfare of the pupils in their care and will try to hepl pupils, not only in the area of formal instruction in specific subjects, but also in the wider aspects of their development. However, there are a number of teachers who have a particular pastoral responsibility for pupils. This includes:

Personal Guidance - helping a pupil at a time of personal difficulty or lending a sympathetic ear to a pupil who needs to talk to an understanding adult.

Curricular Guidance - assisting a pupil towards making a realistic choice of subjects, monitoring that choice and seeking to ensure that the pupil attains full potential.

Vocational Guidance - promoting a programme of careers education and offering individual careers guidance.

English as an Additional Language

The school has regular input from a teacher of English as a Second Language. Small groups of pupils receive tuition as the need arises.

Support for Learning Framework


Addison  Forbes  Gibson  Macrae  Sutherland 
 Depute Rector   Rector   Depute Rector   Depute Rector   Depute Rector 
 Mr A MacLennan   Dr F Murray   Mr M Macleod  Mrs F Cunningham   Mrs E Macdonald 
Guidance Teachers
 Mrs G McKim  Mr J Bain  Miss C A MacLeod  Mr D Neally  Mr P Dickie
 All "A" classes  All "F" classes  All "G" classes  All "M" classes  All "S" classes
Additional Support Needs Teachers

 Mrs C Graham /

 Mrs J Budge

 (Faculty Support

 - Languages)

 Mrs S Blane

 (Faculty Support 

 - Soc. Subjects)

 Mrs E Mackinnon

 (Faculty Support

 - Technology)

 Mrs R Fraser

 (Faculty Support

 - Arts)

 Mr M Bartlett

 (Faculty Support

 - Sciences)


 Ruth MacLeod




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