Castlehill Primary School | Ralston Road, Campbeltown PA28 6LE
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The key principles underpinning Staged Intervention, as outlined in the Education Scotland website are as follows:
What is staged intervention?
Staged intervention is used as a means of identification, assessment, planning, recording and review to meet the learning needs of children and young people.
It provides a solution-focused approach to meeting needs at the earliest opportunity and with the least intrusive level of intervention. The process involves the child, parents/carers, school staff and, at some levels, other professionals, working in partnership to get it right for every child.
Staged intervention is designed to be flexible and allows for movement between stages depending on progress.
Argyll and Bute Staged Intervention: The Stages at a Glance
Universal Support Entitlements: All learners have an entitlement to support. All children and young people should have frequent and regular opportunities to discuss their learning with an adult who knows them well and can act as a mentor, helping them to set appropriate goals for the next stages in learning. Young people themselves should be at the centre of this planning, as active participants in their learning and development. Robust systems for assessing, monitoring and tracking are key within this stage.
Stage 1 – In-class or in-group.
The class teacher or key worker (Early Years) identifies a need for some additional support. The Named Person is notified and the teacher /key worker makes some changes to the normal routine or gives some extra attention so that the child can get the best out of the work of the group or class.
Stage 2 –Targeted intervention.
There is an identified need for targeted planning and intervention to address additional support needs.
A Universal Child’s Plan will be in place outlining the specific targeted interventions required and detailing long- and short-term outcomes and timescales. Timescales for review of the interventions will be built in to the plan.
Stage 3 – Specialist input.
There is an identified need for more targeted intervention and / or specialist provision and interventions including:
a high degree of individualisation of learning and/or
access to a different learning environment
substantial adaptation to the curriculum and/or
substantial adaptation to the learning environment.