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 are suffering from or at risk of significant harm. Specialist support is needed to reduce the impact of ACEs and help support the child to flourish.
Our expectations for each role at this stage are:
Attend school or other provision and engage with your learning. Accept the help of trusted adults within school as well as external agency workers to help you progress in your learning and wider school life. Take an active part in any planned interventions around targeted areas of concern.
Maintain good levels of communication with school and external agencies involved. Follow any plans written (CIN/CP) and work ‘with’ all parties involved. Understand the impact situations can have on students and work with all parties to prevent long-term effects.
Specialist staff such as DSL, SENDCO and pastoral team to develop bespoke plans of support. Follow any actions following local authority involvement (CIN/CP plans). Liaise regularly with external agencies to ensure appropriate provision and interventions are in place. Consider all characteristics of belonging to implement bespoke support.
Maintain regular communication with schools and families around involvement and actions required.
Lead on the multi-agency approach to supporting the student.
Timely specialized and attendance at meetings.
Adhere to the threshold document around level of support needed. Share information with schools in a timely manner so that schools can provide support needed to students.
