Item 14 Appendix 1
West Dunbartonshire Council · 24 June 2026
Back to Educational Services Committee — 24 June 2026 and its agenda
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ASN Specialist Setting - SCERTS Case Study Learning Journey Problem of Practice : Establishment : 1 Primary School Stage of Pupil: Primary 2 Pupil Profile : Child A was diagnosed with ASD in 2023 having shown ASD traits from a young age. Child A came to school as a SCERTS Social Partner using limited learned words and phrases that they would repeat. They started School 1in P1 in August 2024 supported by our Enhanced Support Model and is now about to finish Primary 2 Pupil Target(s) & Desired Outcomes: (This should link to the pupils SCERTS Assessment and Support Plan) Language Partner SCERT Targets - To use single words and brief phrases to communicate - to share emotions (own feelings, feelings of others) - to regulate emotions (ask for help, protest) - to make social interactions (greet, take turns, ask for permission) - to share intentions (comments and requests) Academic Targets - To achieve Early Level in Reading - To achieve Early Level in Maths - Developing skills within Early Level in Writing - to further develop letter formation to enable him to write words and short sentences Appendix 1
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Details of planned interventions or transactional supports in place for child/young person: - Developing an environment that has sensory and special interest activities to promote engagement. - Visual Timetable outlines daily expectations - Routines that support predictability (clear expectations of beginning and end) and offered a range of activities that provide opportunities to move as well as be sedentary - Repetitive language reinforcing co-regulation strategies and develops emotional literacy - use of songs and chants - Clear and repeated language cues such as Now, Then, Next, Stop, walk with me, your turn, garden time, lunch time etc. Process: Details of responsibilities and timescale. - Developing very positive relationships between staff and pupils and staff and families has been a key factor - The adults that support Child A will consistently and repetitively model language and coping strategies - Child A is encouraged when utilising self-regulation strategies - Clear and predictable routines are followed to promote boundaries and expectations - Where appropriate visual cues and timetables will be used to support understanding - - - Sensory circuits /outdoor play to develop gross motor skills - Practicing and role-playing in preparation for change and transitions e.g. practising being in a different playground or preparing to go on a school trip - Structured small group and 1-1 sessions to focus on academic goals adapting difficulty to support success - Integrated learning experiences with mainstream peers - Where appropriate providing visuals to support understanding although Child A is more motivated by language cues - Providing warnings and at times using timers to be clear about the ending of tasks/experiences - As language has developed an increased use of Social Stories - Dough disco for fine motor skills - Measures, Impact & Evidence (This section can include a variety of evidence e.g. BSquared Tracking Data, Pictures, Video, Pupil Voice, Parent Voice etc.) Pupil: Child A has made significant progress in communication to progress from Social to Language Partner and now developing as a Conversational Partner over the last 2 years. Child A now routinely engages in academic tasks sometimes with support but also at other times independently engaging in tasks. Child A has developed his skills to self- regulate relying less on adults to co-regulate his emotions. Child A can now communicate how he feels using language such as when he is hurt or needs help “look I am okay”, “I’m not ready yet”. Child A is beginning to initiate play with his peers and developing his skills in taking turns with support Parent: Through daily check-ins and more formal Team Around The Child Meetings the parents have shared how they have noticed a significant development in Child A’s language at home resulting in Child A being more calm as he can express more feelings, needs and wants using language.
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- Targets are reviewed every 6-8 weeks in relation to SCERT targets for social communication and milestone planners for academic targets Evaluation Child A can use a wider range of single words and brief phrases to communicate and share his feelings. He will ask for help and make requests. He is more likely now to choose to use language rather than a physical response such as hitting or screaming. Child A has moved from solely using repeated learned phrases with limited meaning to being able to share his views and opinions by answering questions such as “What is your favourite animal?” ‘My favourite animal is a parrot”. Child A can ask for help and can say when he wants to be left alone or be given more time. Child A is getting better at taking turns. He is a polite boy who uses “please and thank you” and will politely greet adults. Child A is now moving into the SCERTs Conversational Partner Skills Child A has also made great progress academically. He has a confident knowledge of P1 phonics but also has a good sight vocabulary due to his photographic memory. Child A does not just read words but can also comprehend and share the meaning at Early Level. He has achieved Early Level in Reading They are proud of Child A’s academic progress particularly in reading and numeracy. The parents have shared that they benefit from the daily sharing of information between the ESM staff and parents. The parents have stopped the tribunal process they began pre-school. Class Team: Class Teacher and Learning Assistants work together closely to review and plan next steps reflecting on progress daily and sharing progress more formally at TATC Meetings to review Support Plans. The BGE Toolkit is updated to track and analyse the attainment data at Tracking Meetings per learning block Partners: Our Educational Psychologist has played an integral role in the review of progress through TATC Meetings. We have had some interactions with Speech and Language and Occupational Therapist to provide generic advice Child A can understand numbers within 30 and add and subtract. He can even multiply and understands the value of numbers. He has achieved Early Level in Maths Child A has been developing his fine motor skills, and his letter formation has much improved. He finds it easier to write with his finger than with a pencil. He is developing his skills in writing simple sentences and is likely to achieve Early Level in Writing within the next few months. Child A will be moving onto targets from the Conversational Partner Stage in SCERTS. Child A is now moving on to First Level Phase 1 Targets in Reading and Numeracy. There will be focus on developing Child A’s fine motor skills as he moves into P3
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