We are fully committed to inclusive education in line with the Education (Additional Support for Learning) (Scotland) Act 2004 (as amended). We recognise that young people require different types and levels of support at different times in their lives.

Katrine House is our specialist provision for young people with additional support needs. It provides a structured, nurturing environment within McLaren High School, ensuring that learners can access education in ways that meet their individual needs.

The provision currently supports 12 young people and is staffed by:

• 1 Principal Teacher
• 2.4 FTE Teaching Staff
• 6 Support for Learning Assistants

Pupils are organised into two teaching groups — Class 1 and Class 2 — allowing for high levels of differentiation, strong relationships and carefully tailored support.

Where appropriate, pupils access mainstream classes as part of a blended timetable, supported by staff as required. This flexible approach ensures that inclusion is meaningful, personalised and responsive.

Young people in Katrine House are full members of the McLaren community. They participate in:

• House activities
• Whole-school events
• Wider achievement opportunities
• Clubs, trips and celebrations

We actively foster positive relationships between Katrine House and the wider school, ensuring that all learners feel valued and connected.

We work in close partnership with families and external agencies, including Educational Psychology, Health Services and other professionals, to ensure a coordinated and holistic approach to support. Parents and carers are central partners in planning and review processes.

Growth looks different for every young person. In Katrine House, we focus on meaningful progress aligned to individual starting points.

Planning may include:

• Enhanced Support Plan (GIRFEC framework)
• Individualised Educational Programmes
• Coordinated Support Plans (where appropriate)

Regular reviews ensure that targets remain ambitious, appropriate and responsive.

Curriculum pathways may include:

• Core literacy and numeracy
• Health and wellbeing
• Life and employability skills
• SQA and alternative accreditation (as appropriate)
• Supported transition planning into senior phase and beyond

Transitions — into S1, between classes, into mainstream learning, and into post-school destinations — are carefully planned and supported to ensure continuity and confidence.