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The Scottish Qualifications Authority (SQA) provides additional exam arrangements for candidates who have specific needs, to ensure fair access to assessments. These arrangements are designed to accommodate candidates who may have disabilities, learning difficulties, or other conditions that impact their ability to demonstrate their skills and knowledge under standard exam conditions. Here’s an overview of the main additional arrangements offered by the SQA.

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Our Sensory Room was donated by the amazing Winifred Kennedy Trust based in Castle Douglas. They recognised the need for a calming space where our young people could regulate and calm themselves and paid for this amazing space. With the help of the lovely Chris from ROMPA we designed this purpose built space which is used by pupils each day as part of their curriculum to help when they become overwhelmed or need some quiet space. We affectionately call this place Winnie’s Room in honour of the wonderful lady whose legacy has meant we can have this fantastic resource.

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Principal Teacher Additional Support Needs

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Principal Teacher Additional Support Needs

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At the helm of our Additional Support Needs Team is Ally Irving. Mrs Irving has been an Additional Support for Learning for more years than she cares to tell people and is a primary teacher to trade. She has brought her expertise here to Castle Douglas High School, and over the last 3 years has built the Additional Support Needs Department into what it is today. Not one to be in the limelight she develops new initiatives which benefit our learners and is always looking for new strategies and interventions.

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In Dumfries and Galloway, as in the rest of Scotland, an Individualised Educational Programme (IEP) is typically created for children and young people with additional support needs (ASN) that require significant planning and adaptation beyond what is covered by regular classroom differentiation.

Who Should Have an IEP?

A student may require an IEP if they:

- Have significant or complex additional support needs that require long-term support.

- Need a structured plan with specific learning targets that go beyond regular classroom differentiation.

- Require multi-agency involvement, such as input from speech therapists, occupational therapists, or educational psychologists.

- Have a diagnosed condition (e.g., autism, ADHD, dyslexia, or physical disabilities) that significantly impacts their learning.

Who Might Not Need an IEP?

- If a child has ASN but their needs can be met through differentiated teaching within the classroom, an IEP may not be necessary.

- Instead, they may have a Child’s Plan or support strategies within class without the formal structure of an IEP.

- Some students may have a Co-ordinated Support Plan (CSP) if they require support from multiple agencies over a long period.

How Is an IEP Created?

- Schools, in collaboration with parents/carers and relevant professionals, decide if an IEP is appropriate.

- It includes specific, measurable goals tailored to the child's needs.

- Regular reviews ensure it remains effective and is updated as necessary.

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The Dumfries and Galloway Supporting Learners Stages of Intervention is a structured process used within the Dumfries and Galloway local authority in Scotland to provide tailored support for students who may face challenges in their learning. This approach helps ensure that students receive the appropriate level of support based on their individual needs, promoting a collaborative, staged intervention model across schools in the region.

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Although we are not officially designated as a Resource Provision or Learning Centre, the pupils we have in school cannot always access our mainstream provision as a result of their difficulties. As a result we have created H36 which is our learning centre classroom. Here pupils are taught at their level in a quiet environment which is there to meet their educational, sensory and emotional needs. Although we are a secondary we recognise the calming effects of water, sand and sensory play, which we build into our academic curriculums.

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Candidates who need additional time to complete their exams may be granted extra time, typically ranging from 10-50%, depending on their needs.

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Reader: A reader can be provided for candidates who have difficulties with reading text. The reader can read questions or other information to the candidate.

Scribe: A scribe (or amanuensis) may be provided for candidates who have difficulty writing or typing. The scribe can write or type answers dictated by the candidate.

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Neurodiversity is the idea that differences in brain functioning, such as autism, ADHD, dyslexia, and other neurological variations, are natural and valuable forms of human diversity, rather than flaws or disorders to be "fixed." This perspective recognises that every child’s brain is wired uniquely, leading to different strengths and challenges in learning, thinking, and interacting with the world.

For parents, understanding neurodiversity can foster a positive approach to raising children who might not fit traditional expectations. Embracing neurodiversity means seeing your child’s differences as a core part of who they are. Instead of focusing on "curing" or "changing" these differences, the neurodiversity approach encourages us to create environments that celebrate each child’s unique ways of thinking and learning. It promotes a strength-based perspective, helping children feel valued, understood, and empowered.

Supporting neurodiverse children often involves flexible approaches in education, communication, and daily routines that meet their unique needs. By recognising and embracing neurodiversity, parents can help foster a more inclusive society where differences are respected, and all children have the opportunity to thrive in their own ways. This mindset encourages resilience, self-advocacy, and a positive sense of identity.

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ADHD, or Attention-Deficit/Hyperactivity Disorder, is a common neurodevelopmental condition that affects how children think, feel, and act. Youg people with ADHD may have difficulty focusing, staying organised, sitting still, or controlling impulses. This can show up as inattention, where a child often appears daydreamy, struggles to follow instructions, or loses things. Others may be more hyperactive and impulsive, acting without thinking or seeming constantly “on the go.”

It’s important to know that ADHD is not a result of bad parenting or a child being “lazy.” Instead, it’s caused by differences in brain structure and function, which affect attention, behavior, and emotions. Genetics often play a role, as ADHD tends to run in families.

For parents, managing ADHD can feel challenging, but there are effective strategies and treatments. Positive reinforcement, and structure can help children develop better habits. Some youngsters also benefit from medication. With the right support, young people with ADHD can thrive academically, socially, and emotionally. Open communication, patience, and understanding are key to helping your young person feel confident and capable. Remember, ADHD is a part of who they are, but it doesn’t define them. With time and support, they can learn to channel their unique strengths.

For help and support visit https://dghscp.co.uk/camhs/adhd-professional-information/

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Dyslexia is a learning difference that affects a person’s ability to read, write, and spell, even though they may be just as smart as their peers. It is not a reflection of intelligence or effort, but rather how the brain processes language. Dyslexia mainly impacts skills like recognising sounds in words, linking letters to sounds, and decoding written words, which can make reading and spelling a challenge.

Young people with dyslexia may take longer to learn new words, struggle with reading fluently, or mix up letters, such as reading "b" as "d." They may also avoid reading aloud or become frustrated with reading and writing tasks. Dyslexia affects each person differently; some may have mild challenges, while others need more support.

With early identification and the right teaching methods, young people with dyslexia can improve their reading skills. Building confidence is also essential, so parents can help by being patient, focusing on strengths, and celebrating small achievements. With the right help, young people with dyslexia can learn to read and succeed in school.

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Autism, or Autism Spectrum Disorder (ASD), is a neurological difference that affects how a person thinks, communicates, and interacts with the world. Autism is called a "spectrum" because each individual with autism has a unique set of strengths and challenges, and the way autism presents can vary widely from person to person. Some children may need more support with social skills or sensory sensitivities, while others may be more independent.

For parents, understanding autism means recognising that their young person might process information and experiences differently. Children with autism might struggle with social cues, have repetitive behaviors, or show intense interests in specific topics. They may also have unique sensory needs, like being sensitive to certain sounds, textures, or lights, or seeking sensory experiences like movement.

Importantly, autism is a different way of experiencing the world, not a condition to be "cured." By embracing your young person’s differences and supporting their unique way of learning and connecting, you can help them build confidence, skills, and a positive sense of identity. Early support, therapies, and educational resources can make a meaningful difference, helping autistic people thrive, communicate, and reach their potential in a way that honours who they are.

For help and support visit https://dghscp.co.uk/camhs/neurodevelopmental-assessment-service-cyp/

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Since 2018, NHS Dumfries and Galloway have been designing and testing a Neurodevelopmental Assessment Service (NDAS) for children and young people; aligned to the National Neurodevelopmental (ND) Service Specification published in 2021.

Neurodevelopmental Disorders are complex and include Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Intellectual Disability (ID), Developmental Coordination Disorder (DCD) and Foetal Alcohol Spectrum (FAS).

While some children present with one disorder in isolation, research and clinical evidence tells us that, very often, these disorders co-exist and so assessment services should be designed to screen for all disorders before reaching conclusions about one condition in isolation.

This service will deliver the NDAS pathway which is aligned to the National ND pathway and delivers on the recommendations of the National Neurodevelopmental Service Specification.

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Neurodevelopmental Assessment Service CYP - Dumfries & Galloway Health & Social Care

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Since 2018, NHS Dumfries and Galloway have been designing and testing a Neurodevelopmental Assessment Service (NDAS) for children and young people; aligned to the National Neurodevelopmental (ND) Service Specification published in 2021. Neurodevelopmental Disorders are complex and include Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), Intellectual Disability (ID), Developmental Coordination Disorder (DCD) and Foetal Alcohol Spectrum (FAS).

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Developmental Language Disorder (DLD) is a condition that affects someone’s ability to learn, understand, and use language. Unlike speech delays due to hearing loss or general developmental delays, DLD specifically impacts language skills in ways that are not easily explained by other issues. Young People with DLD may struggle to express themselves clearly, understand what others are saying, follow directions, or find the right words in conversation. These difficulties can vary widely from person to person but often make it harder for them to communicate effectively with peers, succeed in school, and fully engage socially.

DLD is relatively common, affecting about 1 -2 young people in every class, but it’s often misunderstood or overlooked. It’s important for parents to know that DLD is a lifelong condition, meaning the young person will likely continue to face language-related challenges into adulthood. Early diagnosis and intervention, including speech and language therapy, can make a big difference by helping pupils build strategies to manage their difficulties. Support from parents, teachers, and speech therapists can help children with DLD develop stronger communication skills, boosting their confidence and helping them thrive in school and in social settings.

For general support you can contact Speech and Language Dumfries and Galloway Advice Line
Telephone: 01387 220013 – Wednesdays 2-4pm
Email: dg.talk-adviceline@nhs.scot

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Miss Todd is our Nurture teacher and brings a wealth of trauma informed practice and experience to Room 6. A qualified primary and ASN teacher Miss Todd is very much on top of literacy, numeracy and health and well being interventions which are used to meet the needs of pupils in order to help them close gaps in learning.

Miss Humphries is our Learning Centre teacher and S2-4 mainstream English. She is a qualified primary and ASN teacher and has lots of experience with Disability Sports and is a huge advocate.

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Stage 1: Classroom-Based Support

At this initial stage, the focus is on supporting the learner within their regular classroom environment. Teachers make adaptations to classroom activities or materials to accommodate the student’s learning needs. This might include differentiated instruction, personalised learning tasks, or minor adjustments to classroom routines. The aim here is for students to access the curriculum with minimal intervention, supported by their teacher within the general education setting.

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Stage 1: Classroom-Based Support

At this initial stage, the focus is on supporting the learner within their regular classroom environment. Teachers make adaptations to classroom activities or materials to accommodate the student’s learning needs. This might include differentiated instruction, personalised learning tasks, or minor adjustments to classroom routines. The aim here is for students to access the curriculum with minimal intervention, supported by their teacher within the general education setting.

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Stage 3: Specialist Support

For students requiring a higher level of intervention, specialist support is introduced at Stage 3. This might include consultation with external specialists, such as educational psychologists, speech and language therapists, or behavior specialists. A formal assessment process is often part of this stage to identify precise needs and develop a more detailed, individualised support plan. Support may be provided both within the classroom and through one-to-one or small group work with specialised staff.

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Stage 4: Intensive Support and Multi-Agency Involvement

The final stage involves multi-agency collaboration for students with complex or severe needs that require coordinated support across different services, such as social work, healthcare, and educational psychology. This may include creating a Coordinated Support Plan (CSP) or referring to other relevant agencies. The goal at this stage is to ensure a cohesive, individualised approach that brings together all necessary services to support the student’s educational and overall well-being.

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Candidates may use assistive technology such as word processors, text-to-speech software, or other digital tools to help with reading and writing.

Spell checkers and calculators may also be allowed where appropriate, depending on the subject and assessment requirements.

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Prompter: Candidates who struggle with focus or attention can have a prompter who reminds them to stay on task.

Practical Assistant: For practical exams (e.g., science or art exams), a practical assistant may be provided to support candidates who have physical or motor skill difficulties.

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Is my child eligible for Assessment Arrangements

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Is my child eligible for Assessment Arrangements

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Schools or educational institutions are responsible for requesting additional arrangements on behalf of candidates.

Each year we submit evidence to the SQA, usually based on a formal assessment of the candidate’s needs, or a medical report or an educational psychologist's report. These outline the learner’s needs and alongside evidence of working from the classroom provide

These arrangements aim to create a level playing field while maintaining the integrity and standards of the qualification. They do not give an unfair advantage; rather, they help ensure that the assessment accurately reflects the candidate's knowledge and skills.

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Candidates who may tire easily or need to take breaks due to medical conditions can have supervised rest breaks, with the clock stopping during the break.

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Separate Accommodation or Seating Arrangements

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Separate Accommodation or Seating Arrangements

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Candidates who require a quieter or less distracting environment can take their exams in a separate room or different seating arrangement within the exam hall.

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Emotion Works is a social-emotional learning (SEL) program designed to help children and young people understand and manage their emotions in school, home, and social settings. Developed with a child-friendly approach, it introduces key emotional concepts in a structured way that’s easy for young learners to grasp. Through colorful visuals and engaging activities, children explore different components of emotional experience, such as triggers, body sensations, emotional words, and regulation strategies.

One of the program’s core tools is the “Cog Model,” which breaks down emotions into parts, like what causes feelings (triggers), how they feel physically, and how they’re expressed. This helps children develop a language for their emotions, making it easier to talk about how they feel and why. Emotion Works encourages children to develop skills in self-regulation, empathy, and resilience.

For parents, Emotion Works can support open conversations about emotions at home, providing a consistent framework to address challenging behaviors and support children’s emotional growth. It helps children feel understood and teaches them healthy ways to cope with feelings, ultimately fostering positive mental health and stronger relationships with family and friends.

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Talking Mats is a communication tool designed to help people, especially young people, express their thoughts, needs, and preferences more easily. It involves using a mat with picture symbols that represent different topics or choices. Pupils place these symbols on the mat to show how they feel about each option, using categories like “happy,” “unsure,” or “unhappy.” This visual method allows kids to communicate more openly, especially if they find verbal communication difficult.

Originally developed for people with communication difficulties, Talking Mats is now widely used in schools, therapy, and at home. It’s especially helpful for children who are shy, have autism, learning disabilities, or other communication needs. The simplicity of the tool empowers young people to share their opinions without feeling pressured, making it a great way for parents to understand their feelings on various issues.

Parents can use Talking Mats to discuss everyday topics like school, friendships, or future goals. It’s interactive, non-intimidating, and can be adapted to each child’s preferences. Talking Mats fosters a safe space for honest conversations, helping build stronger connections and ensuring children feel heard.

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Dumfries and Galloway's Closing the Numeracy Gap initiative focuses on helping pupils develop strong numeracy skills, especially those who may find maths challenging. This program aims to make sure that all young people can confidently use numbers and mathematical concepts, as these skills are essential in everyday life.

To support this goal, our ASN teachers work with specific resources and strategies designed to help students understand numbers better, build on what they already know, and apply their learning in various contexts. The program includes a range of engaging activities, practical exercises, and tools that make learning maths fun and relevant to real-life situations. Teachers assess students' progress regularly, ensuring that each child gets support tailored to their needs, whether through extra guidance, peer support, or one-on-one attention.

Dumfries and Galloway’s initiative works best when schools and families collaborate, helping every young person to close the gap in numeracy skills and gain the confidence they need for the future.

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Our Nurture Provision is there to provide support to pupils who find the mainstream classroom overwhelming and challenging. Room 6 is currently a “room of requirement” where pupils can dip in when they are experiencing challenge, are being taught classes not covered in the mainstream or it may be their main classroom. Pupils in here tend to have Child’s Plans and specific interventions which we hope will allow them in the future to function in the mainstream or to transition out to positive destinations. Miss Todd and Mrs Copeland run a positive and nurturing environment providing a safe space to learn.

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In Dumfries and Galloway, as in the rest of Scotland, an Individualised Educational Programme (IEP) is typically created for children and young people with additional support needs (ASN) that require significant planning and adaptation beyond what is covered by regular classroom differentiation.

### Who Should Have an IEP?

A student may require an IEP if they:

- Have significant or complex additional support needs that require long-term support.

- Need a structured plan with specific learning targets that go beyond regular classroom differentiation.

- Require multi-agency involvement, such as input from speech therapists, occupational therapists, or educational psychologists.

- Have a diagnosed condition (e.g., autism, ADHD, dyslexia, or physical disabilities) that significantly impacts their learning.

### Who Might Not Need an IEP?

- If a child has ASN but their needs can be met through differentiated teaching within the classroom, an IEP may not be necessary.

- Instead, they may have a Child’s Plan or support strategies within class without the formal structure of an IEP.

- Some students may have a Co-ordinated Support Plan (CSP) if they require support from multiple agencies over a long period.

### How Is an IEP Created?

- Schools, in collaboration with parents/carers and relevant professionals, decide if an IEP is appropriate.

- It includes specific, measurable goals tailored to the child's needs.

- Regular reviews ensure it remains effective and is updated as necessary.

Would you like more information on accessing support for a child in Dumfries and Galloway?

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SCERTS (Social Communication, Emotional Regulation, and Transactional Support) is an educational framework designed to support autistic children and young people. It is widely used in Scotland to promote inclusive learning and social development in schools, homes, and communities.

SCERTS focuses on three key areas:

Social Communication (SC) – Helping children develop the ability to interact, communicate, and build relationships in meaningful ways.

Emotional Regulation (ER) – Supporting children in understanding and managing their emotions, reducing anxiety, and maintaining focus for learning.

Transactional Support (TS) – Providing tailored strategies, such as structured environments, visual supports, and staff training, to help children succeed.

Unlike rigid programmes, SCERTS is a flexible and person-centred approach that adapts to individual needs. It aligns with Scotland’s commitment to inclusive education, as outlined in the Additional Support Needs Framework and Curriculum for Excellence.

For parents and educators, SCERTS offers practical strategies to enhance communication, engagement, and emotional well-being. It encourages learning in real-life situations rather than isolated therapy sessions. By working together, families and professionals can create supportive environments where autistic children can thrive, develop independence, and reach their full potential.