The Principles of Supporting
Children’s Learning
Staged Intervention
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Staged Intervention
Contents
Page
Introduction3
Michelle’s Story
Useful Links and Reading
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Staged Intervention
Supporting Children’s Learning Code of Practice advocates the use of a staged
approach when assessing and supporting the needs of children and young people
(Chapter 3, paragraphs 30–31). Staged intervention provides a framework for planning,
implementing, evaluating and reviewing any interventions, strategies and actions for
children who may have additional support needs. The stages within a staged intervention
framework are characterised by the level of individualisation, intensity and specialist
knowledge or resources required to support progress. (Chapter 3, page 38,Flow Chart
of stages).
The key features of staged intervention may include aspects of the following:
• Early and meaningful involvement and participation of the child and the parents
in the process
• Ownership and management by the establishment of the identification, review
and monitoring of children and young people in their own setting
• Emphasis on inclusion with early intervention at the most effective and least
intrusive level
• Ease of movement, both upwards and downwards, between stages of intervention
dependent on impact
• Evidence base for the appropriate and timely involvement of support services
and other agencies for consultation, intervention and review
• Effective, efficient and equitable targeting of resources
• Clear documentation recording interventions in order to evidence decisions
• A uniform process used in all educational establishments which allows for
consistency, cohesion, regulation and quality assurance.
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Clip
The above clip highlights approaches to staged intervention at local authority level.
Staged Intervention for Inclusion
Elspeth Walker, Support for Learning Officer, gives an indication of how staged intervention
at an authority level might be approached and highlights the key role of the classroom
teacher in supporting all children and young people to ensure inclusion in the classroom.
Reflective questions
• There are many facets to inclusion within the classroom setting, for example
ethos, environment, accessibility of curriculum etc. What barriers might a
practitioner face in creating an inclusive classroom environment?
• Consider a classroom setting with which you are familiar. What aspects of
good practice can you identify which promote inclusion?
• Try to identify up to three aspects of this setting where inclusion could be
enhanced and consider what actions might be taken which would improve
inclusion for the children and young people in that setting.
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Michelle’s Story
Consider the following account of one child’s journey from nursery to primary
and the planning for support which was required at each stage. In addition to the
points for consideration you may wish to note any other aspects which you feel:
• typify good practice
• are areas where planning or supports offered could have been enhanced
Nursery – Transition Planning
The pre-entry assessment for Michelle took place in May. It was the school’s first meeting
with Michelle and her parents. While Michelle completed assessments involving visual
discrimination, motor skills, listening to stories, and receptive vocabulary her parents took
part in the pre-5 interview.
Michelle’s parents gave the school information about her nursery placement and a copy
of the transition document from the nursery. They described a very sociable little girl who
made friends easily, who liked to sing and dance but could be shy until she got to know
people. They went on to say that she had attended speech therapy and found learning
interesting but wasn’t very patient. They concluded that Michelle had received learning
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support from nursery but everyone seemed to think she was developing well. However,
they themselves had concerns about her drawing and writing skills.
Her pre-school transition document didn’t highlight anything significant; indeed, it was
very positive in its comments. Michelle’s parents gave the school a copy of a pre-5
learning plan, which outlined targets for Michelle. It did not indicate levels of progress
but highlighted the need for a review meeting.
The pre-entry assessment results for Michelle indicated many areas requiring development,
which included the following:
• Understanding of number
• Motor skills (both fine and gross)
• Talking
• Receptive vocabulary.
The results of the assessment were discussed and collated. It was decided that school
staff should visit Michelle’s nursery to gain further information.
Nursery staff were very helpful and they described in detail a child with many strengths
but also difficulties, for example rocking back and forward, calling out, comfort touching,
significant difficulty with fine motor control, needing detailed explanations, not asking for
help. It was noted that Michelle was supported well by her parents.
Michelle had been referred to Psychological Services by the nursery and had met with
a psychologist, who felt that there was little evidence of autistic features, and the case
was discharged.
Points for consideration
• What was the role of nursery staff in terms of highlighting possible areas of
concern regarding Michelle’s behaviour at nursery? What might be the
issues in identifying problems such as autistic spectrum disorder in very
young children?
• What behaviours displayed by Michelle might have been the main areas for
concern for the nursery staff?
• As a receiving school, what preparation should the primary school make to
ensure a smooth transition for Michelle?
• Compare the information available to the primary school via reports and
meetings. Why is it important to have a variety of sources of information?
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Primary School
Primary 1
Several informal meetings and discussions took place with Michelle’s parents on a regular
basis from August through into September. Towards the end of September the class
teacher approached the Learning Support Co-ordinator, for additional support.
In October Michelle’s parents contacted the school requesting advice and support as they
were concerned about how Michelle was coping in primary school and how to deal with
her at home. The school invited Michelle’s parents and the class teacher to have an initial
formal meeting about Michelle’s progress. Key points raised at that meeting were:
• She was positive about coming to school, willing to learn and becoming more
familiar with class routines.
• Her continuing difficulties were with motor control, toileting, echolalic speech and
tiredness in the afternoons.
Agreed actions from the meeting:
• To contact the School Medical Officer for an assessment to determine if a referral to
Occupational Therapy was appropriate
• To set up toilet routines using agreed terminology
• To provide parents with information on social stories
• To encourage her to attend a lunch club
• The Learning Support Co-ordinator to become the ‘Named Person’ for the case.
At this stage there was no direct involvement with support agencies. However, Michelle
was due to have a review with the Speech and Language Therapist later in the year. The
school was to contact the Speech and Language Therapist to get advice about producing
a ‘Things We Need to Know’ booklet.
November – Review Meeting
After discussing the current key issues the following actions were agreed:
• To follow up the referral to the School Medical Officer
• To allocate support staff time
• To contact Speech and Language Therapy and invite them to the next meeting
• To create social stories as required.
January – Review meeting
The Speech Therapist attended the meeting and a report from the School Medical Officer
was discussed. An assessment had been carried out by the Paediatrician, who indicated
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a history of developmental delay, language and empathy issues. The report stated that it
was considered that Michelle was not suffering from autism spectrum disorder.
After discussing the current key issues, the following actions were agreed with the parents
and Speech Therapist:
• To follow up referral to Occupational Therapy
• To create a visual timetable
• To introduce new social stories
• To further differentiate the curriculum
• To introduce a maths computer program for 10 minutes each day
• Speech Therapist to offer individual sessions
• Parents to reinforce the social stories.
February – Review meeting
The Educational Psychologist and the Support Staff Co-ordinator attended the meeting.
The issue of accessing Occupational Therapy was discussed again and it was noted that
there was a long waiting list for the service.
After discussing the current key issues, the following actions were agreed with parents
and support agencies:
• To involve the Support for Learning Teacher
• To allocate a buddy to Michelle at lunchtimes
• To allocate a support member of staff full time
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• To produce an Individualised Education Programme (IEP) for Michelle
• To obtain a psychological assessment.
June – Review Meeting
The result of the psychological assessment seemed to indicate that Michelle had global
developmental delay. Michelle’s parents were still concerned about her apparent lack of
progress.
After discussing the current key issues, the following actions were agreed with parents
and support agencies:
• To continue to adapt and pace the curriculum as necessary
• To continue to liaise with Speech Therapy
• School Medical Officer to review Michelle’s development when she returned in August.
Points for consideration
• Compare the nature and frequency of supports in place at the start and end
of Primary 1. How have these changed and is this significant?
• At this level of intervention how might all the adults involved ensure they
are working collaboratively to best support Michelle?
• Consider each of the adults involved and indicate what their roles and
responsibilities might be in this situation.
• In terms of staged intervention the current situation may be regarded as
Level 2. What might have been the triggers for this move in level?
• Based on the information available, what might be the pros and cons
of Michelle remaining in primary one rather than progressing with her
peers into primary two?
• How might the staff best plan for Michelle’s transition into Primary 2?
Primary 2
August
Support continued throughout the session. It was noted that Michelle had matured
a little. At this stage she had still not been seen by an Occupational Therapist. She
continued to have speech therapy.
Meetings took place throughout the year to review progress.
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January
The report from the Psychologist indicated broad-based difficulties in learning and
highlighted the need to refer to the diagnostic team to reconsider a possible autism
spectrum disorder.
At the end of session Michelle’s case was discussed with the Primary 3 teacher to whom
Michelle would be transferring after the summer break.
Primary 3
September – Review Meeting
Although Michelle had settled well into her new class, it was noted that despite her
enthusiasm, progress was still very slow in both language and maths. It was also noted
that some behaviours which had ceased previously were returning, for example rocking
back and forth. Concern was express by the staff about her self-esteem.
During the autumn term Michelle was assessed by the diagnostic team, and a diagnosis
of autism spectrum disorder was confirmed.
February – Review Meeting
The Education Officer with responsibility for Additional Support and the School Nurse
attended the meeting in addition to the usual participants.
Michelle had begun to shout out in class, after which she was very apologetic. At times
she seemed stressed with her learning. Her parents stated that when she got home she
was exhausted and needed to ‘let off steam’. She was also being referred to the saliva
control clinic.
Discussions about the best placement for Michelle took place and the possibility of an
alternative placement was highlighted. Michelle’s parents were concerned about this
possible move.
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The following actions were agreed with the parents and support agencies:
• To continue to pace and support Michelle’s learning by use of IEP, differentiation,
maths program, etc
• The psychologist to undertake further assessment to determine Michelle’s level
of functioning
• To begin to look at alternative placements
• To discuss the review of her next learning plan.
Points for consideration
• A diagnosis of autism spectrum disorder had been confirmed. Was there
any indication that this altered the approach taken by the staff in how they
supported Michelle?
• An IEP was the main planning tool at this point for Michelle. Do you feel
this was sufficient, given the level support in place? Are there any other
planning tools which might have been triggered in your local authority to
help support Michelle?
• Consideration of an alternative placement was discussed. Consider what
the pros and cons might be of such a move for Michelle?
• Reflect on what Michelle’s parents emotions might be at this time. To what
extent do these act as influences on the staff involved in making decisions
suggesting supports and making decisions?
Primary 4
November – Review Meeting
At the start of this session Michelle worked very hard. Her learning plan review was
positive and she managed to achieve 80% of her tasks. Further planning documentation,
in line with the local authority policies, was introduced. The new planning documents
acknowledged the nature and frequency of supports from allied health professionals who
were supporting Michelle. The Psychologist discussed the result of the assessment, which
indicated a low level of functioning. It was felt that Michelle was achieving her potential.
Occupational Therapy input started during this term.
The following actions were agreed with the parents and support agencies:
• A dyscalculia test to be carried out
• School to request more involvement with speech therapy social skills groups
• To try to encourage Michelle to be more independent in class.
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Reviews were regular and the learning plans were updated monthly over the rest of the
session. Testing was carried out and indicated that dyscalculia was an issue for Michelle.
Lessening the support from her Additional Support Needs Assistant caused Michelle to
become stressed. She continued to be happy in school but took things very literally and
asked obvious questions. Progress continued to be slow. She was, however, becoming
more stressed at home and was beginning to recognise that she was different from
everyone else in the class. Her parents indicated that it was sometimes becoming more
difficult to get her to school. Her parents agreed to consider an alternative placement.
Points for consideration
• Consider the main planning documents in place at this stage. With reference
to Michelle’s barriers to learning and the planning which is in place, to what
extent do you feel these levels of planning appropriate to meet her needs?
• Based on the information, how would you justify the level of planning in
place and the apparent lack of consideration of a coordinated support
plan? Do you agree with the actions taken to support Michelle?
Primary 5
December – Review Meeting
Michelle moved to P5 and found it very stressful settling into her new class. Her parents
were now anxious to find an alternative placement for Michelle.
Speech and Language Therapy and Occupational Therapy input were ongoing and
individual during this period.
In December a suitable alternative placement was identified and Michelle moved soon after.
This placement was reviewed annually to determine if it was meeting Michelle’s needs.
Points for consideration
• What would the role of the lead professional be in this transition planning
and beyond? Consider who might best take on this role at this stage.
• What features would typify an effective transition plan for Michelle as she
prepares to move to her new placement?
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Useful Links and Reading
Scottish Government (2010) Supporting Children’s Learning: Code of Practice,
Crown Copyright www.scotland.gov.uk/Resource/Doc/321392/0103307.pdf
Getting it right for every child website
Scottish Government (2008) The Early Years Framework, Crown Copyright
www.scotland.gov.uk/Resource/Doc/257007/0076309.pdf
Staged Intervention