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.
At this stage, despite purposeful targeted intervention, students need a specialized plan to address specific learning needs, gaps and progress deficit. This normally means that a student will be added to the SEND register with parental consent.
Our expectations for each role at this stage are:
Work with teachers to plan your targets. Take an active role in developing strategies to understand how you learn to help you remain an independent learner. Attend and engage with interventions ensuring that you apply any learning back into the classroom.
Maintain regular and clear communication with school and attend any meetings around your child’s learning plan. Be open to suggestions of further assessment or identification of need to help school understand how best to support your child. Help ensure your child’s voice is heard. Continue having an active interest in your child’s journey through school.
Work with student and SENDCO/learning support team to create a specialized learning plan with ensuring student voice is at the centre. Continue to use the school’s provision documents for advice on adaptations at a targeted level. Deliver high-quality interventions which focus on specific targets created. Ensure students can link any isolated learning back into the class. Engage with external professionals for assessments and identification of need.
Provide more targeted CPD for schools.
Collaborate with schools on targeted strategies through Shropshire’s ordinarily available provision (SOAP)
Provide more targeted advice and intervention strategies through observations, consultation and assessment of need. Provide assessments and diagnostics.
