A Staged Intervention process is used in schools and nurseries to identify and meet the needs of children and young people, from age 3-18. Children and young people can move easily between Stages. Anyone, including parents/carers, can ask for the Staged Intervention process to start.
Stage 1 - Monitoring/support
If there are concerns about a child or young person's progress or wellbeing, adaptations can be made to the learning environment. Teachers/educators will use their knowledge of the child, based on day to day informal classroom or playroom assessment, to make any adjustments needed. They may also seek advice from other colleagues within the establishment. The interventions will be monitored between 6 - 12 weeks and if it is felt they are not working or the child requires additional support, they can be moved to Stage 2.
Stage 2 - Enhanced planning/support
If a child or young person is assessed as having an additional support need they will be placed on Stage 2 and the support co-ordinator, usually the headteacher or depute will communicate with parents/carers on how this need will be met. The teacher and support co-ordinator will seek advice from other professionals, for example, a support for learning teacher, speech and language therapist, and educational psychologist or the school nurse. Most additional support needs can be addressed at this Stage. If not, they can move to the next Stage.
Stage 3 - Targeted planning/support
The assement identifies the child or young person requires a more targeted level of support and intervention. The assessment will include evidence gathered over a significant period of time. Some children and young people will have blocks of support from one of our specialist services, and some may at times access an element of their programme outwith the school environment. Plans will be developed to address the needs of the child, this is called an Individual Educational Programme (IEP).
Stage 4 - Intensive planning/support
Some support needs are complex or multiple and have a significant impact on learning. Some children and young people at Stage 4 will have their needs met through placement in specialist provisions. This will also include those whose assessed needs are ongoing, highly individualised and adapted curriculum which is different to that of their peers for most of the school day within their mainstream school. They may also require access to flexible curriculum opportunities. Children and young people who require such arrangements for a time limited period, for example because of family circumstances, are not considered to be at Stage 4.
A Co-ordinated Support Plan may be opened for the child. This is a legal document that gives details of the kind of support the child should receive. This would be discussed at a meeting which parents/carers are invited to.
Parents/carers also have the right to access mediation and dispute resolution services if they are unhappy with any aspect of the support or planning around their child and their additional support needs. Please see our leaflet, Getting Help and Resolving Disagreements for more information.