Staged Intervention Planning

The Staged Intervention (STINT) process is based on:– building strong partnerships between pupils, their parents/carers and the people who support their learning
– providing early intervention
– agreeing on an action plan to help pupils achieve their potential
– monitoring and reviewing progress and achievements at school level

STINT stages are numbered to indicate the level of need.  
Stage 1
At stage 1, a classroom teacher may provide support to ensure that a pupil is working to their potential. This could be something as simple as providing a pencil grip to support handwriting.
Stage 2
A classroom teacher may already have taken a number of strategies to support a pupil’s learning, however, there remains a requirement for further support e.g. support from a Pupil Support Assistant or Additional Support for Learning Teacher.  This is agreed, put in place and monitored by the Class Teacher & Additional Support for Learning Teacher.
Stage 3
At stage 3 a pupil is discussed at a Joint Support Meeting in the school where a number of professionals from education and other agencies agree on ways to support the pupil being supported. This will include a number of action points which will be monitored by the Management Team & Additional Support for Learning Teacher.
Stage 4
At stage 4, professionals from other agencies e.g. Social Work, Yorkhill Hospital, Health Visitor etc, work alongside the school to support a pupil.
Stage 5
At stage 5, intervention is legislative i.e. based on law. This could mean that a young person is ‘Looked After Away from Home’, the subject of a Child Support Plan or on the Child Protection Register.

Each stage of a STINT will have the agreed support detailed in a plan.
It will include:
Outcomes – Support is detailed around the following areas: Safe, Healthy, Active, Nurtured, Achieving, Respected, Responsible and Included.  We refer to the experiences & outcomes of a Curriculum for Excellence and identify the area(s) a pupil finds challenging.
Strategy/Action Required –Approaches & strategies to support progress in learning are selected.  Actions should illustrate the work being carried out with the pupil and should relate to the outcomes which have been identified.
Key people – Personnel involved in supporting pupil to ensure supports are in place and progress is made.
Timescale – The period of time to implement and monitor the support.
Evaluative Comments – This includes details of impact and progress  made as well as next steps.

Should you require further information about staged intervention please do not hesitate to contact Mrs Elliott or Miss Mckenzie.

 

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