Supporting Every Learner to Thrive

At the heart of our school is a clear belief: every young person deserves the right support, challenge and care to flourish academically, socially and emotionally. Children learn in different ways, progress at different paces and bring unique strengths, needs and ambitions into the classroom. Effective Support for Learning is about recognising those differences and responding thoughtfully, so that every learner can achieve their very best.

A Whole‑School Approach to Inclusion

Support for Learning is not only about providing additional help where it is needed; it is about building a school culture where inclusion, wellbeing and high expectations go hand in hand. Research and national guidance increasingly highlight the importance of early support, positive relationships and tailored approaches in enabling young people to engage confidently with learning.

What Does a Whole-School Approach Really Mean?

Support for Learning is woven into everyday classroom practice, pastoral care and wider school life, rather than operating on the margins. This means:

• Learners who require additional support receive timely, purposeful interventions
• Learning and engagement is strengthened through appropriately targeted support strategies
  Neurodivergent learners are understood, valued and supported in ways that affirm their strengths
• Learners with high academic aspirations are appropriately stretched and challenged
  Wellbeing is recognised as fundamental to sustained learning and success

To strengthen this work further, we have made several key leadership appointments and developments.

Leadership and Expertise in Support for Learning

Mrs Herrera, Assistant Head Teacher for Inclusion 

This role reflects our commitment to inclusive practice at the highest level of school leadership. Mrs Herrera oversees Support for Learning across the School, ensuring consistency, quality and impact. Importantly, her remit also includes overseeing the stretch and challenge for all learners, including those applying to Oxbridge and other highly competitive universities, along with the expertise of our Higher Education Team. This ensures that our approach to inclusion supports every learner, whether they need additional help or challenge.

Miss Winter, Lead Teacher for Neurodiversity 

Miss Winter, an experienced Support for Learning teacher and a passionate advocate for neurodivergent learners, will take on the new role of Lead Teacher for Neurodiversity. She will continue to build on the excellent work already happening across the school supporting students, families and staff to create a genuinely neuro affirming environment.

Ms McGuinness, Lead Teacher for Assessment Arrangements 

Ms McGuinness is a long‑serving and highly experienced Modern Languages teacher with a strong background in pastoral care and PSE. She joins the Support for Learning team to oversee assessment arrangements across the whole school, ensuring that every learner continues to receive equitable access to exam support.

Facilities that Support Wellbeing and Inclusion

Alongside our staffing investment, we continue to develop our Wellbeing Hub, which provides both universal and targeted support for students. The Hub plays a key role in promoting emotional wellbeing, helping learners feel safe, supported and ready to engage with learning.

This reflects our belief that academic success and wellbeing are deeply connected. When young people feel supported emotionally, they are better able to focus, persevere and grow.

Looking Ahead

While many Scottish schools are strengthening their inclusion and wellbeing provision, the combination of an Assistant Head Teacher for Inclusion, a Lead Teacher for Neurodiversity, a Lead Teacher for Assessment Arrangements, a Wellbeing Hub and a coordinated approach to stretch and challenge represents a forward-thinking model that aligns perfectly with emerging national priorities.