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Govan High Language and Communication Resource (LCR) 

Govan High Language & Communication Resource (LCR) is co-located within Govan High (mainstream) School. The LCR opened in 2003. It is a citywide provision to support young people, of secondary school age, who have a range of language and communication needs, related to their Autistic Spectrum Disorder diagnosis. The current LCR role is 34 pupils.  

Although our LCR pupils experience challenges related to their ASD, the majority are academically capable of accessing the secondary curriculum, with support. The curriculum will be the similar to that being offered within Govan High. At Broad General Education stage pupils will be taught mainly by LCR staff within the LCR classrooms. All S1 – S3 pupils access PE, Modern Languages and Science in Govan High School using Govan High School teachers, supported by LCR staff. At Senior Phase (S4 – S6), students have the additional option of accessing part of their curriculum through school-link or vocational courses at FE Colleges within Glasgow. This is in addition to courses being offered in both Govan High School and the LCR. LCR staff support pupils academically as well as promoting the acquisition of social, organisational and independent living skills. A number of staff are also trained to offer support with mental health, sleep, bereavement and emotional regulation issues. 

The LCR Staff is comprised of 1 DHT, 1 PT, 11.8 (FTE) Teachers and 8.7 (FTE) Support for Learning Workers. 

All LCR Teachers will have a pastoral responsibility for a small number of pupils alongside their academic role.  All teachers will also be expected to support the delivery of wider achievement activities within the LCR.  

All staff are trained in Nurture and De-escalation techniques. Pupil wellbeing and emotional regulation is at the heart of what we do. Our approach is to focus on building positive, trusting relationships with children and young people as well as with their parents/carers. This is then the foundation to build academic, social and communication achievements. 



Govan LCR – Pupil Profile 

All pupils at Govan LCR have a language and communication need – almost all have an autism spectrum condition (ASC) diagnosis (also known as ASD, Autistic Spectrum Disorder).  

ASC can be defined as ‘a developmental condition which affects the way a person communicates with and relates to other people and the world around them. The way in which people are affected varies from one individual to another and by age and intellectual functioning’. 

In Govan LCR many young people struggle with social communication and social interaction, this often presents as: high anxiety, disputes between peers and disruptions to learning and teaching. 


Increased stress/anxiety 

Pupils generally have higher stress levels than neurotypical peers as a result of their ASC. We rely on communication between families and school to inform us of any issues which could negatively impact on a pupil’s ability to manage their school day. These lines of communication are usually very reliable, however, the transition from home to school and from class to class can bring about additional stresses. Staff are very good at managing this through positive relationships and a thorough knowledge of each young person. 

The general reaction to stress/anxiety is fight or flight (or freeze) either of which can lead to somebody getting hurt. Staff are all trained in de-escalation strategies (CALM) and we all use planned and dynamic risk assessments on a daily basis. Generally, the ethos and atmosphere in the LCR is supportive, calm and well managed by all, however, there are situations which can arise very quickly and without obvious triggers which staff need to deal with. Such occasions can lead to increased stress for all and staff need to take into account their own arousal cycle as well as that of the young people. 


Social communication/interaction 

As a result of their ASC, pupils will often struggle to build meaningful relationshis with their peers. Staff help young people with a basic understanding of social communication norms and expectations but this is not intuitive and increased stress levels will impair their ability to take on board what has been learned on an intellectual level. As with their neurotypical peers, most young people with ASC will have a desire for friendships but they find this difficult to establish and maintain. As pupils go through physical, intellectual and emotional maturity many of them have a better understanding of the world around them and how they fit (or don’t) into society. This can lead to increases in negative mental health, especially around the desire to have friendships/relationships and the perception that this is something that won’t happen for them.  

Conversely, some young people have a strong sense of self and know that social situations/relationships can lead to stress, so they avoid these whenever possible and this will also be acknowledged and supported within the LCR. 



We have always had an operating statement that all young people in Govan LCR can cope with a mainstream curriculum but not necessarily in a mainstream setting. This remains true for most of our young people and we always strive to have them included in mainstream classes as and when they are able to. Having said this, many of our pupils continue to have high levels of anxiety into senior phase and so find the thought/experience of joining a mainstream class so stressful that many don’t choose this as an option or they stop attending/engaging. Most Senior Phase pupils will choose (supported) school link or vocational college courses as part of their curriculum alongside LCR classes – we have teachers of Maths, English, History, Modern Studies, Art, Computing and Biology who can take certificated classes.  

BGE pupils have some classes with mainstream teachers (but not with mainstream peers) as well as LCR classes/teachers, alongside a comprehensive wider achievement programme – this includes Forest School, John Muir Award, Duke of Edinburgh Award, Independent Living skills, Life skills, working on our allotment, RDA programme, accessing local amenities, getting to know Glasgow as well as activities such as Glasgow Life gyms, Bellahouston Ski Centre, Glasgow Climbing Centre in conjunction with our Active Schools Coordinator and some creative budgeting. 

BGE pupils are encouraged to consider joining mainstream classes with mainstream peers after S1, but this is often not taken up for the same reasons as above. 


Pupil Profile Summary 

In general, pupils who attend Govan LCR do so as they need support with their language and communication needs, usually as a result of an ASC diagnosis.  

Many pupils will need support, at some point in their secondary education journey, with their emotional regulation, their general wellbeing as well as their mental health. 

Pupils can cope with the same curriculum as their mainstream peers but may need additional time to achieve milestones due to a number of factors arising from their ASC. 

Some pupils may have comorbid diagnoses, most commonly ADHD but also Tourette Syndrome, ACEs, Attachment issues and extreme anxiety. 

Some pupils may display behaviour that challenges - staff us CALM de-escalation strategies and are all well versed in the nurture principles. Particularly ‘all behaviour is communication’. 

Some pupils struggle to attend school as a result of their anxieties. Staff work closely with families to help young people make it into school, for even part of the day. Alternative/bespoke timetables can help here but often it is a mixture of nurture, flexibility, patience and understanding which helps. For a very small number, we have to consider ILS, remote learning and support from external services such as CAMHS, Social Work, National Autistic Society, Scottish Autism and Glasgow Psychological Services.