Staged Intervention

Staged Intervention

Staged Intervention is a process implemented by Stirling Council to support the learning and general progress of children and young people. It provides schools and educational establishments, parents, children and young people, support services and other agencies with a structured system for identification, assessment, planning and review, and record keeping for individual children and young people who require additional support of any kind.

Staged Intervention is used in all educational establishments and is subject to regulation and quality assurance by the authority. In keeping with the Code of Practice, it seeks to resolve difficulties as early as possible and with the least intrusive course of action.

The pertinent features of this process in the current context are:

• Ownership and management by the establishment of the identification, review and monitoring of children and young people in their own setting

• Early and meaningful involvement and participation of the child, and parents in the process

• Intervention at the most effective and least intrusive level

• Ease of movement, both upwards and downwards between stages of intervention

• Appropriate involvement of support services and other agencies for consultation, intervention and review

• Effective, efficient and equitable targeting of resources

• Adequate and appropriate documentation to describe the additional support needs, to justify decisions to move between stages and to support decisions regarding the allocation of additional resources.

The Stages

Stage 1

If a teacher is concerned about a child, a number of steps can be taken to address these concerns within the class. For example, some changes might be made in the class routine. The teacher will spend some time discussing possible solutions with the school’s pupil support co-ordinator and the situation will be monitored and records kept. Parents will be involved in the decision making process throughout and informed of progress on a regular basis. If the concerns cannot be resolved within the class the issue will move to the next stage.

Stage 2

The teacher and pupil support co-ordinator will seek advice from another professional. For example, a support for learning teacher, speech and language therapist, an educational psychologist or the school doctor. Further planning will take place with parents and the pupil. Most problems which children experience in school can be sorted out at this stage. If not, the issue moves on to the next stage.

Stage 3

At this stage it is clear that further support is needed and several agencies may be involved in a more formal way. It may be that an education plan for the pupil will be drawn up. The “Desired Outcomes”, “ Actions Required” and staff involved are recorded on GIRFEC FORM 4

Stage 4

A small number of children have needs that are very complex and which require professional support throughout their school life. For these children, Stage 4 offers closer monitoring and review. A Co-ordinated Support Plan will be put together for the child. This is a legal document that gives details of the kind of support the child should receive.

GIRFEC  FORM 4

This will set out:-

* the desired outcomes for the pupil,

* evaluation of effect of these on learning

* actions required

*  Staff involved

* timescale

* progress made

It will give background information about the pupil’s strengths and development needs, the form of support, the professionals and agencies involved.

Parents and the young person will always be closely involved.

Management of Form 4

The form class leader will be responsible for setting PSD targets in consultation with Mrs Fernie.

Subject teachers will be responsible for setting appropriate learning outcomes.

Mrs Fernie and the learning support teachers will be responsible for the management of Form 4s.

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