GIRFEC Staged Intervention Guidance - Clackmannanshire · 2020-08-05 · Contents Introduction 3 Context 5 GIRFEC – National Approach 8 Forth Valley Child’s Plan Guidance 12 Staged

June 2016

Clackmannanshire Council Education Service

Getting it Right for Every ChildStaged Intervention Guidance

Improving Life through Learning

Contents Introduction 3

Context 5

GIRFEC – National Approach 8

Forth Valley Child’s Plan Guidance 12

Staged Intervention in Clackmannanshire 13

Stages of Intervention 17

Pupil Participation 25

Looked After Children and Young People 26

Co-ordinated Support Plans 27

Responding to a Parental Request for Assessment 28

Named Person – Holding and Sharing Information 29

Staged Intervention Reviews 30

Glossary of Terms 31

Appendices Appendix 1: The Child’s Plan Paperwork and Guidance Appendix 2: Checklist for SEEMiS ASN Data Appendix 3: Wellbeing Assessment Using Wellbeing Application Appendix 4: Wellbeing Application Action Plan Appendix 5: Uploading Child’s Plan Forms to Wellbeing Application


Getting it Right for Every Child Staged Intervention Guidance

Improving Life through Learning 2

Introduction The Additional Support for Learning (Scotland) Act 2004, amended 2009 provides the legal framework for the identification and support of the Additional Support Needs (ASN) of children and young people who experience barriers to learning. This guidance provides key information to support the implementation of duties under the Education (Additional Support for Learning) (Scotland) Act 2009 (ASL Act). The ASL Act requires education authorities to identify, provide for and to review the ASN of the pupils for whose education they are responsible. This will include the planning of support to overcome barriers to learning and, where appropriate, the opening of a Co-ordinated Support Plan (CSP). In addition, education authorities are required to plan for the transitions of pupils with ASN. From August 2016, all educational establishments must ensure their approaches to assessment, planning and review are compliant with the Children and Young People (Scotland) Act 2014 (CYP Act). The CYP Act promotes the rights of the child as outlined in the United Nations Convention on the Rights of the Child (UNCRC). The CYP Act places key elements of the Getting it Right for Every Child (GIRFEC) approach to wellbeing into law including: A description of how people working with children, young people and parents understand

and consider a child or young person’s wellbeing.

A Named Person is available as a central point of contact for children, young people and parents, who will provide advice, information, and support, and help to access other services if needed.

Children and young people who need extra support which is not generally available will

have a Child’s Plan.

http://www.gov.scot/Topics/People/Young-People/gettingitright/what-is-girfec/children-adult-services/practitioners-info-pack The responsibility for the promotion, support and safeguarding of wellbeing, lies with every member of staff in all educational establishments; all of whom share a duty to create a positive ethos and climate of respect and trust; so that everyone can make a positive contribution to the wellbeing of every individual in their care. http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/responsibilityofall/healthandwellbeing/ This revision of the Staged Intervention procedure in Clackmannanshire further embeds the GIRFEC approach and aligns Staged Intervention with the requirements of the CYP Act. This will ensure that high quality assessment and planning is in place for all children and young people with ASN. This will improve outcomes, reduce inequalities and have a positive impact on wellbeing.




The GIRFEC approach provides the overarching principles and practice model for children’s services, while Staged Intervention, which is well established in Clackmannanshire and, is the vehicle used to support the development of learning and wellbeing for children and young people with ASN. It provides the framework for all educational establishments to identify, assess and meet the ASN of children and young people. The Staged Intervention procedure is underpinned by legislation and ensures that the duty to identify and address ASN is in accordance with the ASL Act and the CYP Act. Staged Intervention data is recorded by educational establishments using SEEMiS. This provides the information needed to meet Scottish Government reporting requirements on ASN. The Scottish Government uses the reported information to ensure the equitable and transparent allocation of national resources to local authorities. The local allocation of resources from the Scottish Government is based on the provision of accurate individual educational establishment Staged Intervention data through SEEMiS. In SEEMiS this is evidenced by educational establishment assessment, planning and the accurate recording of data that identifies patterns of need. Along with this SEEMiS information, the use of national data, such as The Scottish Index of Multiple Deprivation (SIMD) which measures the extent of deprivation relevant to each educational establishment, locality trends are able to be identified and addressed.




Context Legislation The Education (Additional Support for Learning) (Scotland) Act 2004 This Act provides the legal framework which underpins the system for identifying and addressing the additional support needs of children and young people who face a barrier, or barriers, to learning. Education (Additional Support for Learning) (Scotland) Act 2009 This Act introduces amendments to the 2004 Act, the most important of which is the presumption that all LAC have ASN unless it is determined that they do not require additional support to benefit from school education. Similarly with CSP's. In addition, it extends parental rights to request specific assessments to determine ASN at any time from the local authority. http://www.legislation.gov.uk/asp/2009/7/pdfs/asp_20090007_en.pdf The Children and Young People (Scotland) Act 2014 This provides the legal framework for the implementation of the National GIRFEC approach to promoting, supporting and safeguarding the wellbeing of children and young people and improving outcomes. It introduces an entitlement to a Named Person service, a single planning process and a Statutory Child's Plan for those who need one. http://www.legislation.gov.uk/asp/2014/8/contents/enacted UN Convention on the Rights of the Child (UNCRC) The 54 Articles of the UNCRC set out the civil, political, economic, social and cultural rights of all children and is an aspect of Human Rights legislation. It has been ratified in the UK and underpins a great deal of legislation and codes of practice relating to work with children and young people. http://www.unicef.org.uk/crc National Initiatives and Guidance Getting it Right for Every Child GIRFEC is the National approach to promoting, supporting and safeguarding the wellbeing of our children and young people; using this approach enables practitioners to improve outcomes and reduce inequalities. GIRFEC is one of the National initiatives for the implementation of aspects of the UNCRC. http://www.gov.scot/Topics/People/Young-People/gettingitright Supporting Children's Learning: The Code of Practice (2010) This is used in conjunction with the Education (Additional Support for Learning) (Scotland) Act 2009. It has important practice guidance on all aspects of responding to ASN and requirements under both ASL Acts. http://www.gov.scot/Publications/2011/04/04090720/0




Regional Guidance Forth Valley GIRFEC Components and Child's Plan Guidance This will assist practitioners in promoting, supporting and safeguarding the wellbeing of children and young people and improving outcomes using the National Practice Model. It also has important information on all aspects of the Child's Plan, plus support and guidance in the use of the Child's Plan paperwork, especially in a multi-agency context. It will be used by all services and agencies in the Forth Valley region for multi-agency work. Local Guidance Education Service – Named Person Guidance Clackmannanshire Education Service has produced local guidance for the processes and procedures on how the Named Person service will be delivered across both Councils. Education Service – Improving Life through Positive Transitions Guidance Clackmannanshire Education Service has produced a policy for all staff in educational establishments to help children and young people with ASN to make smooth and effective transitions at every stage of their educational journey. Professional Standards The General Teaching Council for Scotland (GTCS) It is a requirement of registration with the GTCS for all teachers in Scotland that they are familiar with and working to: the Standard for Full Registration, the Standard for Career Long Professional Learning and the Standard for Management and Leadership. Responsibility of All The General Teaching Council for Scotland Professional Standards, highlights every child's entitlement to have all aspects of their wellbeing promoted and developed. Delivering this entitlement is within the core set of professional values and personal commitment of all teachers. http://www.gtcs.org.uk/standards/copac.aspx




Scottish Social Services Council (SSSC) The SSSC is the regulatory body for social care and social services workforces, which includes early learning and childcare workers. Any practitioner working with children not yet at primary school and who is not a registered teacher with the GTCS , must be registered with the SSSC and abide by their Code of Practice and professional standards. http://www.sssc.uk.com/about-the-sssc/codes-of-practice/what-are-the-codes-of-practice




GIRFEC – National Approach GIRFEC is the national approach in Scotland to improving outcomes and supporting the wellbeing of our children and young people by offering the right help at the right time from the right people. It supports them and their parent(s) to work in partnership with the services that can help them. GIRFEC is founded on a set of four principles: A child-focused manner: the child and their family is at the centre of decision-making and

building solutions to support them. A holistic understanding of welllbeing: the whole picture of a child’s or young person’s

wellbeing so that appropriate and effective support is offered at the right time. A preventative approach: identifying a need as early as possible to avoid it developing into

a concern or growing into a problem. A joined-up method: the child or young person, their family and professionals working

together to consider what help is required, involving only those services that are needed to support them and minimise unnecessary interruption in family life.

Named Person The CYP Act makes the Named Person service available for children from birth to their 18th birthday, and to young people beyond their 18th birthday if they remain on a school roll. The term: ‘Named Person service’ means the arrangements a service provider puts in place to make a Named Person available and to support the functions of the Named Person. The Named Person’s functions fall into three main categories: a) Advising, informing or supporting the child or young person, or a parent of the child or

young person. b) Helping the child or young person, or a parent of the child or young person, to access a

service or support. c) Discussing or raising a matter about a child or young person with a service provider or

relevant authority. Further information is available in the Named Person Guidance. Wellbeing The wellbeing of children and young people is at the heart of GIRFEC. The approach identifies eight areas of wellbeing in which children and young people need to progress in order to do well now and in the future. These are the basic requirements for children and young people to grow and develop and reach their full potential.




The eight indicators of wellbeing are: Safe Healthy Achieving Nurtured Active Respected Responsible Included

Safe: Protected from abuse, neglect or harm at home, at school and in the community. Healthy: Having the highest attainable standards of physical and mental health, access to

suitable health care and support in learning to make healthy, safe choices. Achieving: Being supported and guided in learning and in the development of skills,

confidence and self-esteem, at home, in school and in the community. Nurtured: Having a nurturing place to live in a family setting, with additional help if needed,

or, where possible, in a suitable care setting. Active: Having opportunities to take part in activities such as play, recreation and sport,

which contribute to healthy growth and development, at home, in school and in the community.

Respected: Having the opportunity, along with carers, to be heard and involved in decisions that affect them.

Responsible: Having opportunities and encouragement to play active and responsible roles at home, in school and in the community, and where necessary, having appropriate guidance and supervision, and being involved in decisions that affect them.

Included: Having help to overcome social, educational, physical and economic inequalities, and being accepted as part of the community in which they live and learn.

In addition, the wellbeing indicators are set in the context of the ‘four capacities’, which are at the heart of the delivery of a Curriculum for Excellence. The four capacities are:

Assessment of Wellbeing Children and young people will progress differently, depending on their circumstances, but every child and young person has the right to expect appropriate support from adults to allow them to develop as fully as possible across each of the wellbeing indicators. Wellbeing assessments seek to identify all the factors in the child or young person’s life which may be benefitting or adversely affecting their wellbeing and determine whether their wellbeing is being promoted developed and safeguarded or not. Wellbeing assessments must be completed in partnership with the child or young person and their family using the GIRFEC National Practice Model, in a proportionate and timely way, to identify areas of strength, any wellbeing needs and any action(s) that may be appropriate to help meet any ASN identified.




The Child’s Plan The aim of Part 5 of the CYP Act is to improve outcomes in relation to children’s wellbeing by ensuring that a statutory plan, called the Child’s Plan, is prepared for every child who needs one.

The Child’s Plan will form the basis of a single planning framework which will be able to incorporate some or all elements of plans that are required under other legislation. These other plans are: Looked After Children (LAC) Plans Pathway Plans under the Children (Scotland) Act 1995 Co-ordinated Support Plans (CSP) under the 2004 ASL Act Non-statutory Child Protection Plan described in the National Guidance for Child

Protection in Scotland (2014).

In the case of a CSP however, the particular provision of the ASL Act mean that while the CSP can form part of a Child’s Plan where there are ASN, it will require to stand alone so that it can be extracted from the wider Child’s Plan for particular purposes, for example when there is a referral to the Additional Support Needs Tribunal. GIRFEC National Practice Model The GIRFEC practice model builds from the foundation of support within the family, universal services and the community. When assessment, planning and action are needed, the model provides a single framework for all agencies to use in a consistent way. All agencies working with children and young people have adopted this framework.

The National Practice Model is a dynamic and evolving process of assessment, analysis, action and review, and a way to identify outcomes and solutions for individual children or young people. It allows practitioners to meet the Getting it right for every child core values and principles in an appropriate, proportionate and timely way.




USING THE NATIONAL PRACTICE MODEL Observing and Recording Using the Wellbeing Wheel to record observations and assessments, share information and record concerns.

My World Assessment Gathering more detailed assessment information by exploring the experiences of a child or young person at every stage, making connections between the parts of their world.

Resilience Matrix The Resilience Matrix helps practitioners organise and analyse information in order to make decisions and can also be used for assessing and managing risk.

Planning, Action, Review When the child or young person’s needs have been identified, they can be summarised using information gathered from using the Wellbeing Wheel, My World Assessment, Chronology and any specialist assessments. This summary can be analysed using the Resilience Matrix and/or other tools to develop a plan for action.

http://www.gov.scot/Topics/People/Young-People/gettingitright/national-practice-model




Forth Valley Child’s Plan Guidance The Forth Valley – GIRFEC Components and Child’s Plan Guidance, and the associated paperwork (see Appendix 2), is aimed at those working in Child and Adult Services within the Public, Private and Third Sector Agencies across Forth Valley. It is underpinned by UNCRC, GIRFEC principles and values and reflects the requirements of the CYP Act. It has been developed to support practitioners and managers in their work of promoting, supporting and safeguarding the wellbeing of children and young people and improving outcomes for them. To do this it provides an operational framework to ensure that staff across services and agencies work together to promote wellbeing; it gives links to other relevant documents and national and local guidance, as well as information on practice and assessment tools. There are eight sections in the Guidance covering: GIRFEC principles and values, National Practice Model, Information Sharing, Named Person, Child's Plan, Team Around the Child, Lead Professional, Chronologies, Assessment, Analysis and Risk, as well as field by field guidance on the completion of all the forms. It will be used with the Staged Intervention procedure, mainly when there is multi-agency involvement with a child or young person, though it can be used when there are a range of education only1 services involved. http://connect/index.php/documentsandforms/service-areas/education/additional-support-needs-asn/detail?limitstart=0

1 Education only services are: Educational Psychologist, ISS, SEBN, PSSS/SSSS, Outreach Service




Staged Intervention in Clackmannanshire Staged Intervention procedures are well embedded in education services across Scotland to support the identification of children and young people who have an additional support need.

Staged Intervention procedures relate only to education services and are focussed on supporting access to the curriculum for children who face barriers to learning.

Where children have wellbeing needs that can only be met, or fully met, by a ‘targeted intervention’ as specified in the CYP Act, then consideration must be given to preparing a Child’s Plan. This means that for some children assessment and planning within Staged Intervention procedures may be sufficient to meet their needs, where for others support may be required to be enhanced through the provision of a targeted intervention and be managed via a Statutory Child’s Plan and will involve working with other services or agencies.

A targeted intervention is directed at meeting the wellbeing needs of children whose needs cannot be met or fully met by the services generally available to children. These would include: planning for Looked After Children; planning associated with a Co-ordinated Support Plan (CSP) and Child Protection measures. Clackmannanshire’s Staged Intervention is a four stage model: Stage 1: Monitoring Stage 2: Enhanced planning and support Stage 3: Targeted planning and support Stage 4: Intensive targeted planning and support. The aim is to identify and meet needs at the earliest opportunity to promote, support or safeguard wellbeing and improve outcomes. All stages of intervention require robust assessments using all aspects of the National Practice Model in a proportionate manner and where appropriate with multi-agency partners that lead to effective planning for children and young people. Planning options include: The Wellbeing Application within SEEMiS Forth Valley Child’s Action Plan Non-Statutory Planning Statutory Planning Forward Planning Wellbeing Application (Action Plan) Record of child or young person’s meeting (Agreed outcomes recorded under decisions in Form 6)

Child and Young Person’s Action Plan (Form 4)

Wellbeing Application (Action Plan) Co-ordinated Support Plan




Roles and Responsibilities Pupil Support Co-ordinator All education establishments have an identified promoted member of staff with responsibility for the Staged Intervention procedure who assumes key responsibility for overall management of the process of identification and support for ASN. This includes responsibility for quality assuring the processes and ensuring that all duties under the ASL Act in relation to ASN are carried out effectively. The Pupil Support Co-ordinator duties include: Maintaining an official register of all children and young people with ASN and ensuring

that this is recorded on SEEMiS. Ensuring that timescales are adhered to in relation to CSPs and they support/advise

Lead Professionals in relation to this. Ensuring that all duties under the ASL Act in relation to ASN are carried out effectively,

including all transitions. Ensuring the Named Person is kept informed appropriately. The Named Person A Named Person is a single point of contact if a child, young person or their parent(s) want information or advice, or if they want to talk about any concerns and seek support for these. For school aged children and young people in Clackmannanshire Schools, the Named Person will be the Headteacher (HT) or Depute Headteacher (DHT) in a primary school and a promoted member of staff in a secondary school, usually a Depute Headteacher. In both sectors, some of the operational functions of the Named Person may be delegated to other promoted members of staff. For children in the early years and pre-school, the Named Person will normally be their Health Visitor It is essential that the Named Person is informed of any relevant information relating to the wellbeing of pupils. For children in early years establishments the Pupil Support Co-ordinator will share significant information relating to wellbeing with the Named Person from Health Services. Please see local Named Person Guidance for details. Lead Professional When targeted interventions are necessary to help a child or young person and family, then a Lead Professional will be required to co-ordinate that help. Unlike the role of a Named Person, which flows from the functions of the universal services of Health or Education, the Lead Professional is expected to be the person who is best placed to support the child or young person and to identify and manage any risk. The role of Lead Professional will not automatically fall to any one agency but will vary depending on the individual circumstances of the child and their network of support. There should be a discussion and a decision about who takes on the Lead Professional role and this discussion needs to include the child/young person as appropriate and the parent and carer.




Where there are compulsory or statutory measures in place, the social worker will almost always take the role of Lead Professional. The Named Person will continue to support education processes, when this is the case. The Lead Professional is required to keep the Named Person informed of all aspects of the Child’s Plan. Team Around the Child (TAC) The TAC includes the child/young person, parents/carers and relevant education personnel and/or staff from other agencies. Information Sharing Information sharing must be compliant with all information sharing protocols and data protection legislation. Staged Intervention Framework in Clackmannanshire

PLANNING



STAGE 4

INTENSIVE PLANNING

AND SUPPORT

STAGE 3 – TARGETED PLANNING AND SUPPORT

STAGE 2 – ENHANCED PLANNING AND SUPPORT

STAGE 1 - MONITORING


Planning for Children and Young People It is the responsibility of all teachers and early years’ educators to plan appropriate learning activities and provide resources which match the needs of individual learners and groups with differing abilities or capabilities and must take into account their wellbeing needs. This is what constitutes universal provision for all – a holistic approach to promoting and supporting wellbeing, creating a positive ethos and climate with learning environments that are stimulating and interesting to the child or young person. 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. Differentiation is a key element in planning to meet pupil needs. There are a wide range of factors which may lead to some children and young people having a need for additional support. These fall broadly into four overlapping themes: learning environment, family circumstances, disability or health needs, social and emotional factors. Stage to stage transition arrangements within educational establishments currently provide sufficient support for the majority of children. Some children and young people with ASN will require additional and sustained support during times of transition. If the teacher, early years educator or parent/carer has a concern about a child or young person, or if the child or young person themselves are concerned, then adjustments to the learning environment or the way the curriculum is delivered may be necessary. The educator will use their knowledge of the child or young person, based on day-to-day informal assessment, to make any adjustments needed. Any strategies implemented may be short term, low key and minimally intrusive. If after a period of class based differentiated strategies there are still concerns about any aspect of the child or young person's wellbeing or development, then staff will consider the concerns in relation to the five key questions and the wellbeing indicators. Children/young people and their families have an integral role in this. Five Key Questions What is getting in the way of this child or young person’s wellbeing? Do I have all the information I need to help this child or young person? What can I do now to help this child or young person? What can my agency do to help this child or young person? What additional help – if any – may be needed from others? Staff will analyse their findings and share this analysis with the Pupil Support Co-ordinator. A joint decision will be taken regarding next steps.




Stages of Intervention Once the agreement to provide support has been made, the Staged Intervention procedure will be used. The Staged Intervention procedure does not need to be followed incrementally. The Named Person or Support Co-ordinator is required to maintain an official register of all children and young people with ASN: the nature, level of Staged Intervention and members of the TAC should all be recorded on SEEMiS. Stage 1: Monitoring Summary ASSESSMENT PLAN & RECORD REVIEW/TIMESCALES INFORMATION SHARE Use the 5 key questions and National Practice Model Involve child/ young person/ family

Record Stage of Intervention on SEEMiS ASN data Record information in Wellbeing Application All class based interventions are recorded in teacher’s plans, e.g. differentiation, grouping, pacing, and learning environment management

Discussion takes place with child, young person, family Agree follow up action within 6-12 weeks No formal review meeting required

All necessary and proportionate information is shared with the child/ young person, family, relevant staff, Pupil Support Co-ordinator and Named Person



Concerns addressed, needs met – remove from staged intervention

No further action required at this time

Concerns remain, wellbeing assessment, indicates need to move to Stage 2, 3 or 4


Stage 1 Case Study: Caleb Caleb is age 5 and his teacher has become increasingly concerned about his lack of

progress. He appears to be struggling with some phonics and following instructions. The class teacher has provided differentiated work for him, but concerns still remain.

The class teacher considers the 5 key questions, analyses her findings and discusses her concern with the Support Co-ordinator. The concern is recorded in the Wellbeing Application.

After discussion with his parent, it becomes evident that he has glue ear and is struggling to hear some sounds and instructions.

Caleb is placed on Stage 1. Caleb is moved closer to the teacher and strategies are put in place in class. After a period of 8 weeks his progress is reviewed and there are no concerns. After discussion with his parent Caleb is removed from Staged Intervention.

Stage 2: Enhanced Planning and Support A child/young person on Stage 2 is considered to have Additional Support Needs as defined in the ASL Act. Once a child/young person has been assessed as having ASN parents/carers have the right to engage in Mediation and Dispute Resolution, if they are not in agreement with plans to address the ASN. Young people over the age of 16 years, also have this right. Parents/carers and young people should be advised of this right.

At Stage 2 the Wellbeing Assessment, and in some cases the My World Assessment, with the analysis of needs and risks by the TAC will lead to appropriate enhanced planning and support being identified and actioned. Assessment and planning will be held in the Wellbeing Application. Any actions/strategies/decisions and desired outcomes will be clearly outlined within the Record of the Child and Young Person meeting (recorded on a Form 6) or in a non-statutory Child’s Plan. At Stage 2, if the planning for desired outcomes for the child or young person are going to be recorded on a Form 6, they should be clearly noted as such in the 'decisions' section of this form. This form can be uploaded to SEEMiS for access by the Named Person and other relevant staff. Key Features of Stage 2 All relevant aspects of the Wellbeing Assessment are completed. There are clear desired outcomes recorded on Form 6 (minimum requirement). Short and long term individualised targets are recorded in non-statutory child’s planning. There is regular consultation within the establishment, an increased level of curricular

and learning environment adaptation and short-term individual or group interventions. Support is in place from support for learning staff. Consultations/advice from other educational staff or services. Additional programmes delivered in school with the advice of external specialists. There may be time-limited support from educational support services (6-12 weeks). For Looked After Children statutory Child’s Plan (Multi-Agency Child’s Action Plan – Form

4).




Stage 2: Enhanced Planning and Support Summary ASSESSMENT PLAN & RECORD REVIEW/TIMESCALES INFORMATION SHARE Use of National Practice Model Complete Wellbeing Assessment with child, young person and family CSP Criteria for Looked After pupils and others considered, where appropriate

Record Stage 2 in SEEMiS ASN data Actions/strategies/ advice/decisions and desired outcomes outlined within the Record of the Child and Young Person Meeting (Form 6) OR Non-statutory Child’s Plan (Action Plan) in the Wellbeing Application Statutory Child’s Plan if Looked After, recorded on the Action Plan in the Wellbeing Application

A Formal review meeting is required – minimum once per year All short term targets are reviewed termly

All necessary and proportionate information is shared with the child/ young person, family, relevant staff, Pupil Support Co-ordinator and Named Person

Stage 2 Case Study: Caitlyn Caitlyn, age 3, is struggling to access activities in the nursery and not engaging with her

peers. She has difficulty sitting at group time and is distressed at times of transition. A number of interventions have been put in place, but the concerns still remain.

The five key questions are considered and the Wellbeing Application is carried out. A TAC Meeting is arranged. It is agreed that Caitlyn requires further support and further assessment will be carried out.

It is agreed that consultation will be requested from the Educational Psychologist and a referral to Speech and Language Therapy will be made.

She is placed on Stage 2. The desired outcomes are recorded on the Record of the Child/Young Persons Meeting

and the nursery key worker continues to plan to meet Caitlyn’s individual needs.



If significant progress made, move to Stage 1 or remove from Staged Intervention If child is Looked After or has an identified ASN – they remain on Stage 2 as a minimum

Any additional assessments indicate the need for a targeted intervention – Move to Stage 3 or Stage 4 as required


Stage 3: Targeted Planning and Support At Stage 3 the TAC will have decided that the child or young person requires a higher level of support and/or targeted interventions, following consideration of all concerns using the five key questions and the National Practice Model. All assessment will be used to inform planning for any higher level of support and/or targeted interventions required to address the ASN of the child or young person. Key Features of Stage 3 A Statutory Child’s Plan is required. There is a planned, targeted and individualised approach to identified aspects of the

curriculum and/or learning environment. There are ongoing assessments to determine progress. There may be direct targeted intervention from educational support services. There may be targeted and co-ordinated interventions from other agencies, i.e. health,

social work, partner agencies. Co-ordinated Support Plan (CSP) criteria is considered at every review. An essential element of Stage 3 provision will be the development of a Statutory Child’s Plan recorded on the Action Plan in the Wellbeing Application in SEEMiS for single agency (Education only). When a multi-agency Statutory Child's Plan is required then this is recorded on Forth Valley Child’s Plan Form 4 and uploaded to the Wellbeing Application. Child’s Action Plan – Education Only This is developed when the targeted interventions come from education support services only. Long term targets will be recorded as agreed desired outcomes in the statutory Action Plan and short term (SMART) targets will be recorded in the 'actions' section in the statutory Action Plan in the Wellbeing Application. While the Named Person/Support Co-ordinator will have responsibility for the management of The Child’s Action Plan, a key teacher/educator may be identified to develop and implement the operational elements of the plan. Their responsibilities may include: Providing information and advice about the child/young person’s needs. Consulting the child/young person about his/her views. Preparing reports for meetings and attending the Child’s Plan Meetings. Informal contact as needed with parents/carers, and other professionals in between

meetings. Acting as day to day school point of contact for parents/carers and other services. Providing pastoral support for the child/young person.




Child’s Action Plan – Multi-Agency This is required when any agency in addition to education provide targeted interventions to address the child or young person's additional support needs. The TAC will agree the lead professional from within the multi-agency team. The Named Person/Support Co-ordinator will continue to work in collaboration with the Lead Professional who will maintain the Child’s Plan.

It is central to the GIRFEC approach that only ONE Child’s Plan is agreed and created. Children and young people at Stage 3 will require significant support for transitions. Please refer to “Improving Life through Positive Transitions.” Stage 3 Targeted Planning and Support Summary ASSESSMENT PLAN & RECORD REVIEW/TIMESCALES INFORMATION SHARE A Wellbeing Assessment has been completed A My World Assessment has been completed and analysed using the resilience Matrix CSP criteria has been considered

Record Stage 3 in SEEMiS ASN data Use of Education only Child’s Action Plan, recorded on the Action Plan in the Wellbeing Application OR A multi- agency Child’s Action Plan recorded on Forth Valley Child/Young Person's Action Plan (Form 4) AND Relevant single agency detailed planning by establishment staff

A minimum of two reviews per year

All necessary and proportionate information is shared with the child/young person, family, relevant staff, Pupil Support Co-ordinator and Named Person



Some children and young people however, will require Stage 3 supports to be maintained on a longer term basis

It is reasonable to expect that the range of interventions undertaken over time may result in a move to Stage 2 for some children and young people

Concerns remain following a period of Stage 3 supports and strategies being implemented, assessment indicates need to move to Stage 4


Stage 3 Case Study: Jay After gathering and analysing assessment information at Stage 2, it was agreed by the

TAC Jay, age 15, requires targeted support and is moved to Stage 3. She was avoiding school which the Educational Psychologist agreed to provide targeted

support for Jay. She was struggling with school work and the Dyslexia screener and Portfolio indicated

dyslexic type difficulties. As a result the ASN Department created a support programme for Jay.

She was identified as having social/emotional difficulties. TAC meetings identified she was a young carer. Jay attended group support sessions.

Strategies were shared with Jay and staff. Jay requires a Statutory Child’s Action plan due to targeted supports in place and multi-

agency working. She will have at least two Staged Intervention meetings each year. Jay’s Named Person is the Depute for Forth House. Due to the multi-agency working Jay also has a Lead Professional. The TAC agreed

the Principal Teacher of ASN was best placed to be Lead Professional due to the positive relationship he had with Jay and her family.

Stage 4: Intensive Planning and Support Some children and young people have Additional Support Needs that are complex or multiple which have a very significant impact on their learning and wellbeing. Many children and young people at Stage 4 will have their needs met through placement in specialist provisions. Stage 4 will also include children and young people whose assessed needs require an ongoing, highly individualised and adapted curriculum which is different to that of their peers for at least 80% of the school day within a mainstream establishment. They may also require access to flexible curriculum opportunities.

Key Features of Stage 4 A Statutory Child’s Action Plan required. Very significant levels of individualised planning and adaptation of the curriculum and

learning environment is in place. There are ongoing assessments to determine impact and inform future planning. There is significant involvement from Education Support Services, Partner Agencies,

Social Work and/or Health. Some children and young people will be in a specialist provision. At times the criteria for placement in a specialist provision may be met, but the child/young

person remains in a mainstream setting. Co-ordinated Support Plan (CSP) criteria is considered at every review. The Resilience Matrix is used for analysis of all assessment and decision making.




Stage 4 planning and support will necessitate very regular review. There may be a requirement for specialist assessments from Educational Psychologists, Social Workers, Allied Health and other professionals to contribute to the My World Assessment. Monitoring and review at Stage 4 will take place at least three times a year, and possibly more often if required. These may be combined with other reviews, such as Child Care Reviews, Health Care reviews. In circumstances where it is not possible to have face-to-face review meetings, and with the agreement of parent/carers, this may be done by other means; through e-mail communication, by telephone, or other suitable digital media. Children and young people at Stage 4 will require intensive support for transitions. Stage 4 Intensive Planning and Support Summary ASSESSMENT PLAN & RECORD REVIEW/TIMESCALES INFORMATION SHARE A Wellbeing Assessment has been completed A My World Assessment has been completed and analysed using the resilience Matrix CSP criteria has been considered

Record Stage 3 in SEEMiS ASN data Use of Education only Child’s Action Plan, recorded on the Action Plan in the Wellbeing Application OR A multi-agency Child’s Action Plan recorded on Forth Valley Child/Young Person's Action Plan (Form 4) AND Relevant single agency detailed planning by establishment staff

A minimum of three reviews per year

All necessary and proportionate information is shared with the child/young person, family, relevant staff, Pupil Support Co-ordinator and Named Person



It is reasonable to expect that the range of interventions undertaken over time may result in a move to Stage 3 for some children and young people

Some children and young people, however will require Stage 4 supports to be maintained on a longer term basis


Stage 4 Case Study: Ellie Ellie, age 4, has cerebral palsy and requires the use of a wheel chair for mobility. Both

Physiotherapy and Occupational Therapy provide targeted support to her and advice and support to the early years staff.

She has language communication needs and requires the use of an AAC (Augmentative Alternative Communication) device to communicate and access the curriculum. Speech and Language Therapy provide considerable targeted support to both Ellie and the early years staff.

Social work is supporting the family with adaptations to the home environment. Ellie requires a Statutory Child’s Action Plan due to the level of multi-agency working

involved. Her level of need indicates a need for a high degree of coordination and collaboration;

she meets the criteria for a Coordinated Support Plan (CSP). The CSP would sit alongside the Child’s Action Plan, so if required, it can be presented separately e.g. for a tribunal.

As Ellie is four years old her named person is the health visitor, due to the multi-agency plan she also requires a Lead Professional. The TAC agreed that the Support Coordinator in the nursery would be best placed to be Lead Professional due to her regular contact with Ellie and her family.

Ellie will have at least three Staged Intervention meetings a year.




Pupil Participation A core principle of the United Nations Convention on the Rights of the Child (UNCRC) is a commitment to ensuring that children and young people have the opportunity to participate in the decisions that affect them, and to be active agents in their own lives. They have key rights under the UNCRC and Scottish and UK legislation, including the right to request an assessment of their needs and to seek the help and support of their Named Person to have their concerns addressed. Children and young people should contribute to and participate fully in decisions affecting them with adults recognising the value of involving children and young people in decision-making. It should be noted that young people aged 16 and over have all the rights of an adult in respect of all education service provision. Practice guidance is available including a range of supportive tools and approaches.




Looked After Children and Young People All children/young people Looked After at Home or Away From Home are deemed to have ASN under the ASL Act 2009, until the Education Authority determine via appropriate assessment that they do not require additional support to enable them to benefit from school education. In Clackmannanshire, all Looked After Children/young people who have been assessed as not requiring Stage 3 or 4 interventions, will remain on Stage 2 and educational progress will be reviewed as part of the Child Care review process. Key features for Looked after Children and Young People Minimum of Stage 2. Require a Multi-Agency Child’s Action Plan using Outcome Framework (led by allocated

social worker). Co-ordinated Support Plan (CSP) criteria considered as part of each review. Looked After status recorded on SEEMiS. CYP (Act) Part 9 includes corporate parenting responsibilities with six duties identified. Fulfilment of these duties will uphold the rights and promote the wellbeing of looked after children and care leavers. Be alert to matters which, or which might, adversely affect the wellbeing of an eligible

young person. Assess the needs of eligible children and young people for any services or support

provided. Promote the interests of eligible children and young people. Seek to provide eligible children and young people with opportunities to promote their

wellbeing. Take appropriate action to help eligible young people access those opportunities. Keep their approach to corporate parenting under constant review, seeking out

improvement wherever possible.




Co-ordinated Support Plans Children and young people who have enduring, complex and/or multiple needs that require a significant level of co-ordinated support from Education and other appropriate agencies may require a Co-ordinated Support Plan. At each review where there is a multi-agency approach consideration should always be given to the CSP criteria and whether one is required for the child or young person.




Responding to a Parental Request for Assessment The Education (Additional Support for Learning) (Scotland) Act 2004 aims to ensure that all children and young people, who face any kind of barrier to their learning, are provided with the necessary support to help them work towards achieving their full potential. It also promotes collaborative working among all those supporting children and young people and sets out parents‘ rights within the system. One of those rights is the right to an assessment of a child or young person to determine their ASN. When the 2004 Act was amended in 2009, parental rights in respect of requesting assessments were extended and under the terms of the Education (Additional Support for Learning) (Scotland) Act 2009, parents/carers have the right to request an assessment of their child’s needs at any time. Parents/carers, under the 2009 Act, can make a request for a specific type of assessment. This includes an educational, psychological or medical assessment. When an education authority, on behalf of parents/carers, makes a request for an assessment from an appropriate agency, then that agency must comply, unless it considers the request to be incompatible with its own statutory or other duties. All appropriate agencies are obliged to respond to requests for an assessment within 10 weeks, though there are exceptions that apply. The education authority will decide who is the most appropriate educational professional to carry out a particular assessment and the Education Authority is not required to arrange for assessments to be undertaken by named individuals, requested by parents/carers or others. The education authority will take account of any relevant advice and information provided to them by parents/carers on behalf of their child or young person. For example, if the parents have privately commissioned an assessment or report on the child or young person, then the education authority must take that report or advice into account, if asked to do so. Also, the education authority must seek and take account of the views of parents and, where appropriate, of children and young people themselves in relation to assessments.




Named Person – Holding and Sharing Information The CYP Act is clear that information should be shared between services and the Named Person if it is likely to be relevant to promote, support or safeguard the wellbeing of the child or young person. Therefore, if you need to share information as the Named Person of a child or young person: Only share information that you consider relevant, necessary, legitimate, appropriate and

proportionate. Do not hold more information than is necessary. Always keep an accurate record of the decision for sharing information and the reason for

it. Ensure all Information is stored securely and access protocols are followed. Ensure that Information that is to be shared securely is always sent by GCSX to another

secure domain. Adhere to the principles of the Data Protection Act 1998. Adhere to all information sharing protocol.

Ensure that good practice is followed and the child, young person and/or family are aware of what information is being shared, who it is being shared with and why information is being shared. Ideally before the information is shared.




Staged Intervention Reviews It is important that reviews are run efficiently, and the Chair is responsible for keeping discussion focused whilst ensuring that all relevant issues are discussed, and the views of children, young people and parents/carers expressed and taken account of. The following key points should be used when Chairing Staged Intervention reviews: Welcome and introductions Apologies Purpose of review Progress in achieving Plan outcomes Significant events since last review Impact of significant events on needs and future planning Updated assessment information- including Co-ordinated Support Plan as necessary Child/young person’s views Parent/carer’s views Other matters for consideration (if any) Discussion of future planning – including consideration of transitions Decisions and recommendations – including Lead Professional Role if appropriate Date of next review. Useful information can be found at Information Commission Office.




Glossary of Terms AGG Authority GIRFEC Group ASD Autistic Spectrum Disorder ASL Additional Support for Learning (refers to legislation) ASN Additional Support Need(s) CAMHS Child and Adolescent Mental Health Service CSP Co-ordinated Support Plan CYP Act The Children and Young People (Scotland) Act 2014 EAL English as an Additional Language GIRFEC Getting It Right For Every Child GLG & EYSG GIRFEC Locality Group and Early Years Screening Group GRG GIRFEC Resource Group GTCS General Teaching Council for Scotland GCSX Government Connect Secure sXtranet IEP Individual Education Planning ISW Inclusion Support Worker LA Learning Assistant LAC Looked After Children (either at home or away from home) NPM National Practice Model OT Occupational Therapist SEBN Social Emotional Behavioural Needs SEEMiS Scottish Executive Education Management Information

System SIMD Scottish Index of Multiple Deprivation SLA Support for Learning Assistant SLT Speech and Language Therapist SSSC Scottish Social Services Council TAC Team Around the Child UNCRC United Nations Convention on the Rights of the Child




Appendix 1

The Child’s Plan Paperwork and Guidance The full version of the Guidance documents can be found at: ??????????? Form 1 Child/Young Person & Family Core Information Form 1A Pupil Enrolment Form Form 2A Wellbeing Observations & Assessment Form 2B Notification of Child Protection Concern Form 3 My World Assessment Form 4 Child/Young Person's Action Plan Form 4A Compulsory Measures Form 4B Child Protection Registration Form 4C Throughcare & Aftercare Form 5 Report for Child/Young Person's Meeting Form 6 Record of Child/Young Person's Meeting Form 7 Chronology Form 8 Non-disclosure of Information Form 9A Placement Arrangement Form 9B Placement Agreement

Appendix 2

Clackmannanshire Education Service Checklist for Seemis ASN Data

To be given to member of staff responsible for updating Seemis records following Staged Intervention/ Child Care Review/ CSP Review meeting. Reference should be made to Click & Go Guidance for rules regarding recording ASN data in Seemis. All this data should be entered on the Personal tab in Seemis Click & Go Child/ Young Person’s name: ____________________________Year Stage:______ Date of Staged Intervention meeting_____________________ Checklist Completed by_______________________________ (Support Coordinator) Staged Intervention Level: remove 1 2 3 4 (Please circle) Looked After Status: Home Away n/a (Please circle) Looked After by (Authority): ____________________ Openings in Special Schools: 0 1 2 3 4 5 6 7 8 9 10 (Please circle) (f/t mainstream) (f/t provision) Persons Providing Additional Support Please

Tick Specialist Teaching (Outreach/Inclusion, SEBN, Support Service)

Specialist Non-teaching (SLA/LA, ISW)

Health (SLT, OT, Physio, CAHMS, Nurse etc)

Social Work

Voluntary

Other

Educational Psychologist: _________________________________________ Assessed Disabled: Yes No (please circle) Declared Disabled: Yes No (please circle) Adaptations Required (if Assessed Disabled only): Communication Adaptation: Yes No (please circle) Curriculum Adaptation: Yes No (please circle) Physical Adaptation: Yes No (please circle)

Factors Giving Rise to Additional Support Needs (Student Need) and Plans to Support (tick all that apply)

Type of Plan to meet need Factor/Need Other ASN IEP CSP Child’s Plan ASD

Bereavement

Communication Support Need

Deaf / Blind

Dyslexia

EAL

Family Issues

Hearing Impairment

Interrupted Learning Lang/ Speech disorder Learning Disability

Looked After

Mental Health Issue

More Able Pupil Other Specific Learning Difficulty

Physical Health Problem

Physical/ Motor Issue? Risk of Exclusion SEBN

Visual Impairment Substance Mis-use Young Carer

Other

Statutory Child’s Plan Single Agency:

Form 4 or Wellbeing Application – Desired Outcomes + Action/Intervention

Above options are suitable for Stage 3/4

Statutory Child’s Plan Multi Agency:

Form 4

Above options are suitable for Stage 3/4

Non Statutory Child’s Plan: Form 6 or Form 4 or Wellbeing Application – Desired Outcomes + Action/Interventions

Above options are suitable for Stage 2

As part of Statutory Child’s Plan Multi Agency

Appendix 3

Wellbeing Assessment Using Wellbeing Application

Where a parents and children have been spoken to and a decision has been taken to carry out an assessment and record this on the Wellbeing Application:

1. Click “Timeline” option 2. Select a “From Date” 3. View the information presented by clicking key symbol 4. Click “Create Snapshot” 5. Click “Assessment” 6. Type information into the relevant boxes then click “Save”

As part of the Assessment you should consider: Five key questions – summary analysis Wellbeing Indicators My World Triangle You are also able to indicate your degree of concerns: 0 - no concern 1 - mild concern 2 - moderate concern 3 - high concern 4 - very high concern

Appendix 4

Wellbeing Application Action Plan

Where a decision has been made that an Action Plan is required and this will be created on the Wellbeing Application: Log Action for Wellbeing Information

1. Click “Wellbeing Information” 2. Select the most recent actioned Wellbeing Information from the list 3. Click “Add log entry” 4. Enter information.

Log Action: Action plan required Person Responsible: Rachel Grant To be actioned by: One week from today

Create Action Plan This will be based on the assessment and timeline snapshots.

1. Click “Action Plan” 2. Click “Create Action Plan” 3. Click “Create Outcome”

Title: To achieve… Short Description: Improve… Wellbeing Indicators: Achieving To Be Achieved By: 1 month from today Success Criteria: Achieve level…

4. Click “Save”

5. Click “Actions/Interventions”6. Click “Create Action/Interventions”

Short Description: Tutoring Details of Action/Intervention: Reading with ASL teacher 5 times a week Targeted Intervention: Yes To Be Completed By: 1 month from today To Be Undertaken By: Select person from list, then click ‘Add Person’

Appendix 5

Uploading Child’s Plan Forms to Wellbeing Application

1. Select pupil 2. Double click to access Basic Details 3. Click “Create/Upload”

4. Click “Upload Document” (Please note Forth Valley Child’s Plan paperwork must be saved as a PDF file in a secure store before uploading.)

5. Click “Save”

ClackmannanshireCouncilPhone 01259 450000E-mail [email protected] www.clacksweb.org.uk

ClackmannanshireCouncil EducationService

June 2016

Documents

GIRFEC Staged Intervention Guidance - Clackmannanshire · 2020-08-05 · Contents Introduction 3 Context 5 GIRFEC – National Approach 8 Forth Valley Child’s Plan Guidance 12 Staged