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 at risk of harm and need targeted support to re-engage in their school and/or community.
Our expectations for each role at this stage are:
Attend school well and engage with both school support and external agencies.
Maintain good communication with trusted adults within school and share any concerns you might have.
Continue to engage in areas of your learning.
Communicate and work with trusted adults on any targeted interventions around areas of concern.
Continue to engage with school and external agencies to support positive outcomes for students.
Maintain open and honest communication with schools.
Understand the importance of attending school.
Support targeted interventions provided in school or via outreach around topical areas of concern.
Ensure a ‘Team Around the Child’ approach is in place so that students are supported in all areas of school.
Continue to maintain high levels of record keeping so that all concerns are monitored.
Work well with families and external agencies to best support the child.
Maintain high expectations of students to engage in school life – ensure they are able to access their learning.
Work in collaboration with schools to support students and their families.
Provide targeted support and access to more specialist help.
Provide clear guidance and communication around channels for support and adhere to threshold documents for initiating external support.
Maintain regular communication with schools around key personnel.
Provide schools with timely updates on cases.
