This process is underpinned by legislation including the Children (Scotland) Act (1995) and the Standards in Scotland’s Schools Act etc (2000) as well as by Scottish Government guidance contained in the Manual of Good Practice in Special Educational Needs, and the more recent For Scotland’s Children (2002). It also allows us to meet our duties to identify and address additional support needs in accordance with the Education (Additional Support for Learning) (Scotland) Act (2004).
How does Staged Intervention help children and young people?
- It puts their needs at the centre of the process.
- It provides them with the help and support they need.
- It involves them in negotiating shared learning aims.
How does Staged Intervention help class teachers?
- It provides a framework to identify pupils with Additional Support Needs and provides appropriate support for them.
- It helps teachers to reflect on their practice to meet pupil needs.
- It helps teachers plan the next steps in learning and teaching for individual pupils.
- It ensures that responsibility for the learning of all pupils remains with the class teacher.
How does Staged Intervention help parents or carers?
- It encourages the active involvement and contribution of carers/parents.
- It fosters partnership and encourages home/school liaison by keeping parents/carers fully informed and aware of how staff and resources are supporting their child.
- It provides a forum to involve parents/carers in planning and review meetings.
How does Staged Intervention help the school management team?
- It provides a sense of purpose and direction for support throughout the school.
- It supports the whole school system in monitoring and reviewing pupil needs.
- It provides a framework for involving parents and embedding multi-agency working.
- It supports tracking and monitoring and works within the school’s own Quality Assurance procedures.
- It provides clarity of roles and responsibilities.
Staged Intervention is a supportive system within which managers can provide advice and direction about the process of learning and teaching. It supports the efficient and effective prioritising of resources.