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.
If a student experiences barriers within their learning journey, they might struggle to find a sense of belonging. These barriers might be through a particular educational need or neurodivergence.
It is our duty as a Trust to ensure our schools follow a graduated approach to ensure adaptive strategies and provisions are in place to enable the barriers to be broken down.
This stage describes students demonstrating more specific and complex needs and significant gaps in their learning, requiring a bespoke approach to support specific areas and to achieve engagement in their learning
Our expectations for each role at this stage are:
Ensure you keep an active role in planning and understanding your targets. Share with your teachers what does and doesn’t help you to learn (working on metacognition). Be open to adaptive approaches and strategies to help you progress in your learning.
Maintain positive communication with school. Attend meetings and take a collaborative role in developing your child’s learning journey. Help ensure your child’s voice is heard. Take an active interest in your child’s journey through school. Be open to more adaptive approaches to meet the learning needs of your child.
Work with student and SENDCO/learning support team to develop a bespoke learning plan keeping student voice at the centre. Use the school’s provision documents for advice on adaptations at a specialist level. Use advice from external professionals and their to deliver high-quality interventions. Consider all characteristics of the Belonging Charter which might be impacting learning to implement bespoke support.
Provide more specialist CPD for schools.
Collaborate with schools on specialist advice. Provide more specialist services to support complex needs.
Work with schools, families and students to create a multi-agency approach. Support schools with specialist outreach and skilled advisors to consider wider learning environment.
