FOI Request - ASN Training Staffing Escalation Procedures and Monitoring
Request 101003895665
Please provide the following information covering the last three academic years, including the current year, where applicable for Speyside High School.
1. Autism and ADHD Training – Council-Wide and Speyside High School
1.1 A list of all autism-related and ADHD-related training courses provided, sourced, or required by Moray Council for:
Teachers
PSAs
Senior leadership staff
ASN teams
Support for Learning staff
1.2 For each course, please provide:
Training name
Provider
Whether mandatory or optional
Duration
Learning aims/outcomes
Dates delivered
1.3 For Speyside High School, please provide:
Number of staff (by role) who have completed autism training
Number who have completed ADHD training
Dates of completion
Percentage of total staff trained
1.4 Any internal guidance specifying minimum training expectations for staff working with autistic or ADHD pupils in secondary schools.
2. PSA Staffing Levels and Deployment at Speyside High School
2.1 Total PSA hours allocated to Speyside High School for each of the last three years.
2.2 Actual PSA hours available after accounting for absences, vacancies, long-term leave, and unfilled posts.
2.3 Criteria used by Moray Council to determine PSA allocations to secondary schools.
2.4 Number of PSAs assigned specifically to ASN roles each year.
2.5 Ratio of ASN-identified pupils to PSA support hours at Speyside High School.
3. Monitoring & Compliance – LPS, Child Plans, Reasonable Adjustments
3.1 All policies and procedures outlining how Moray Council monitors:
Implementation of LPS (Learner Pathway Support)
Delivery of Child Plans
Reasonable Adjustments under the Equality Act 2010
Duties under the ASL Act (2004)
3.2 Any audits, compliance checks, or reviews carried out in the last three years relating to:
LPS implementation
ASN support
Reasonable adjustments
Child Plan adherence
3.3 Any findings, concerns, recommendations, or action plans issued to Speyside High School regarding ASN provision or LPS implementation.
4. Transition Planning for P7–S1 ASN Pupils Entering Speyside High School
4.1 Moray Council’s formal policy or guidance for transition planning for pupils with ASN, including pupils with:
Autism
ADHD
An active Child Plan
Identified needs requiring LPS
4.2 Minimum required steps in the transition process, including:
Required number of meetings
Required attendees
Documentation and assessments to be completed
Expected handover of strategies from primary to secondary
4.3 Any monitoring the council undertakes to ensure these transition requirements are followed by Speyside High School.
5. Behaviour, Distress, Emotional Regulation & Autistic Wellbeing Guidance
5.1 All guidance issued to schools on:
Interpreting autistic distress
Responding to shutdowns/meltdowns
Reducing triggers
Supporting emotional regulation
Preventing escalation
5.2 Requirements for recording wellbeing concerns, repeated distress, or indicators that a pupil is not coping.
6. ASN Budgets, Training Costs & Resourcing
6.1 Annual ASN training and development budget (last 3 years).
6.2 Total amount specifically spent on autism and ADHD training.
6.3 External providers contracted to deliver ASD/ADHD training, including contract costs and durations.
6.4 Any reductions in ASN staffing or training budgets in the last 3 years.
7. ASN Complaints – Council-Wide
7.1 Number of ASN-related complaints received by Moray Council in: 2022–23 2023–24 2024–25 (to date)
7.2 Themes or categories of these complaints.
7.3 Number of complaints specifically regarding: Failure to implement Child Plans Failure to implement LPS PSA shortages Inadequate autism support Failure to provide reasonable adjustments
7.4 Outcomes of these complaints.
8. Escalation Procedures When a School Cannot Meet a Child’s Needs
8.1 Please provide all Moray Council policies, procedures or guidance detailing:
What a school must do if staff believe they cannot meet a child’s ASN needs Required escalation steps
Who the school must report this to (e.g. ASN Manager, Education Manager, Psychological Services, etc.)
Expected timelines for escalation Criteria for determining that needs cannot be met
Required documentation or reporting tools
8.2 Any policies setting out:
How the council evaluates whether a child’s needs exceed a school’s current staffing, training, or resource capacity
What actions are expected from the council when this occurs
How this impacts staffing, resource allocation, or placement decisions
8.3 For Speyside High School, please provide:
Whether any cases in the last five years have been escalated to the council under these procedures
The number of cases
The needs identified The actions taken by the council in response Any outcomes or changes implemented as a result
8.4 Any guidance or legal obligations requiring a school to notify the council when repeated signs of distress (including at home) indicate a child is not coping in school.