The 4 stages
Universal: The majority of our students will thrive and progress at the universal stage.
Monitoring: Students demonstrate emerging concerns in some characteristics and may need minimally enhanced intervention.
Targeted: Students require targeted interventions and plans to support progress in various characteristics.
Specialist: Students require specialist bespoke support and involvement from external agencies across various characteristics.
A student’s security, in and out of school, significantly influences their sense of belonging. Data shows that children with Adverse Childhood Experiences (ACES) are more likely to face health issues and poor attendance, affecting their learning and identity.
As a Trust, we work closely with our schools to provide support to all students and their families, ensuring protective factors are present through internal safeguarding practices and links with external agencies.
Students who are beginning to show some concerns around key safeguarding areas such as neglect, welfare, emotional harm and/or exploitation. Students/families who may be accessing school-level early help.
Our expectations for each role at this stage are:
Identify trusted adults within school and engage with support offered from student support teams or relevant staff.
Engage with intervention sessions if offered.
Continue to take part in school life and listen to trusted adults around positive choices and how to get help.
Provide advice and guidance to schools, parents and students.
Attend school-level planning meetings.
Support schools to provide initial early help for families.
Provide specialised training to support schools with emerging concerns.
Identify trusted adults within school and engage with support offered from student support teams or relevant staff.
Engage with intervention sessions if offered.
Continue to take part in school life and listen to trusted adults around positive choices and how to get help.
Engage with families to help schools with promoting good attendance.
Provide further training and consultation to schools about emerging concerns.
Take an active part in the multi-agency effort with the school and other external partners.
Ensure regular meetings between the EWO and school to support new concerns.
