Support for Learning

Assessment Arrangements

Assessment Arrangements (AA) ensure that pupils with Additional Support Needs receive appropriate support during SQA exams — replicating the support they receive in the classroom. For example, a pupil who uses a reader in class can apply to have this in their final exam.

The system has checks and balances to ensure arrangements are only made for pupils who genuinely need them. In City of Edinburgh, all requests must be verified by the school’s educational psychologist, and the SQA moderate schools’ AA processes regularly.

Criteria for Assessment Arrangements

For the school to apply for AA, three conditions must be met:

1. The pupil has a recognised Additional Support Need — a formal diagnosis isn’t required, but we must be able to identify a specific difficulty (e.g. poor spelling, weak decoding, difficulty maintaining focus).
2. Subject teachers can evidence the negative impact this is having on the pupil’s performance in that subject.
3. Appropriate support (e.g. extra time, a reader) can be shown to have a positive impact on the pupil’s performance.

A diagnosis alone is not sufficient — all three criteria must be met. National 3 and 4 assessments are often untimed and teacher-tailored, so AA may not be required at those levels.

More information is available on the SQA website.

English as an Additional Language (EAL)

EAL pupils who regularly use a bilingual dictionary in class may apply to use one in certain exams, along with 10 minutes of extra time per hour. This cannot be used in English qualifications or exams in the pupil’s native language. Pupils must provide their own dictionary.

Pupils with Medical Conditions

If your child has a medical condition that may affect their exam performance, please contact their Support for Learning teacher. A letter from the child’s doctor will be required, and we will liaise with the SQA to arrange appropriate provisions.

Dyslexia

JGHS uses the British Psychological Society definition of dyslexia, which focuses on literacy difficulties: “Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. This focuses on literacy learning at the word level and implies that the problem is severe and persistent despite appropriate learning opportunities.”

Identifying Dyslexia

Support for Learning staff are trained to identify dyslexia through a range of literacy assessments covering reading rate, fluency, comprehension, decoding and spelling. Dyslexia is usually identified at primary school, but some pupils develop strategies that mask the signs — if you have concerns, please contact the department.

Supporting Dyslexic Pupils

Most dyslexic pupils are supported by their class teachers, who are trained in evidence-based strategies such as building subject glossaries, offering multiple ways to present work, and making effective use of IT.

For pupils with more significant literacy difficulties, the department extracts small groups in S1–S2 for SRA Corrective Reading. In S3–S4, tutorial groups are available as a course choice option — pupils can choose 7 subjects and attend small SfL classes (typically 6 pupils) three periods per week for curriculum support, homework help and exam preparation.

At home, the most effective support for dyslexic pupils is over-learning — revisiting work and practising regularly. Encouraging reading in any format (magazines, online articles, audio books) and discussing books and current affairs all help build literacy skills. The school library and City of Edinburgh libraries offer a wide range of resources.

Spelling Support

Evidence suggests the most effective approach to spelling difficulties is short, regular practice. Given the full JGHS curriculum, in-school extraction for spelling support is limited to those with the weakest skills. However, there is a lot you can do at home.

Useful Resources

www.doorwayonline.org.uk — A series of excellent spelling interventions covering the most common words. Aim for 10–15 minutes daily.

Maintaining a subject-specific glossary at the back of each jotter, revisited regularly using the Look, Say, Cover, Write, Check method:

1. Look at the word — visualise it, picture the shape of the letters.
2. Say the word aloud.
3. Cover the word and visualise it.
4. Write the word from memory.
5. Check and correct if necessary.

Spelling takes time and there are no quick fixes. For pupils whose spelling difficulties persist and risk affecting exam marks, the school can apply for use of a computer with spellcheck or exam paper transcription. See Assessment Arrangements above for details.

Transition to James Gillespie’s

Moving to high school is one of the biggest moments in a young person’s life. For pupils with Additional Support Needs, those anxieties can be significant. Our comprehensive transition programme aims to ensure every pupil starts at JGHS with confidence.

Primary School Visits

From January each year, SfL staff visit all feeder primary schools to discuss the needs of P7 pupils with primary colleagues. For pupils with more complex needs, Child Planning Meetings are arranged so that JGHS staff can meet with parents, teachers and relevant professionals before the transition takes place.

All information gathered is shared with JGHS staff through a confidential report issued before the 3-day induction visit, and during an in-service training session in August.

Enhanced Transition Groups

Between Easter and mid-June, we run Enhanced Transition Groups for around 10 P7 pupils identified as potentially needing extra support during transition. Meeting for 2 hours per week over 4 weeks, staffed by an SfL teacher and Pupil Support Assistant, these groups have been hugely successful at reducing anxiety and building confidence.

Pupils in the groups make a short video about the school — interviewing staff and exploring key areas — which they take back to share with their primary classmates.

Out-of-Catchment Pupils

If your child attends an out-of-catchment primary school but will be joining JGHS, please ask the primary school to contact us. Depending on complexity, this may require only a phone call or a full planning meeting — we are happy to attend wherever needed.

CAMHS

Child and Adolescent Mental Health Services (CAMHS) provides specialist support for children and young people experiencing mental health difficulties. The link below provides current NHS Lothian mental health and wellbeing resources, including self-help information and links to local and national support.

For mental health support within school, visit our Mental Health & Wellbeing page.