wellbeing staff and to make reasonable adjustments to meet these needs. Documentation is respectfully written and disseminated. 3 Reports and assessment information are shared with the wellbeing team at the school to consider options for the future. The learner new to the school is given a ‘fresh start’ and previous actions and strategies are disregarded. Families are invited to provide additional information about the learner. If they don’t respond, the analysis proceeds using available information. Documentation is kept securely in wellbeing office. 2 Learning mentor examines information and assessments provided to try to determine the best options for the future. Learning mentor may discuss this information with other staff. Sometimes families are invited to contribute to the analysis of need. Learning mentor determines how the analysed information is summarised. Learning mentor stores this information. 1 Little or no evidence of an analysis of the needs of the learner or family. Level Plan & Co-ordinate Support Evidence Next Steps Tools Comments 5 In consultation with the whole team around the learner, a Support Plan* is developed in response to learner needs at a Student Support Group (SSG)* meeting. The SSG includes learner, family, learning mentor, other schools staff (leadership, wellbeing), support agencies… The Support Plan includes short term achievable goals (SMARTA*) and actions that all parties commit to and take on responsibility. Past recommendations and successful strategies are incorporated in a strategic manner. Date for review of Support Plan is set and agreed to A reminder of the meeting to review Support Plan sent to all parties by the Lead Professional a week before the meeting. There is a whole school understanding of how all staff who interact with the learner are aware of his/her needs and actively work to support the set goals. 4 A SSG is created and families invited to participate in devising a plan for the future. Wellbeing staff and family develop a Support Plan that outlines achievable goals for the learner. Commitment to the goals is sought from the learner by explaining what is required. Lead Professional schedules regular SSG meetings and reschedule promptly if required. Lead Professional reminds stakeholders of scheduled meetings. Most staff who interact with the learner are aware of
wellbeing staff and to make reasonable adjustments to meet these needs. Documentation is respectfully written and disseminated. 3 Reports and assessment information are shared with the wellbeing team at the school to consider options for the future. The learner new to the school is given a ‘fresh start’ and previous actions and strategies are disregarded. Families are invited to provide additional information about the learner. If they don’t respond, the analysis proceeds using available information. Documentation is kept securely in wellbeing office. 2 Learning mentor examines information and assessments provided to try to determine the best options for the future. Learning mentor may discuss this information with other staff. Sometimes families are invited to contribute to the analysis of need. Learning mentor determines how the analysed information is summarised. Learning mentor stores this information. 1 Little or no evidence of an analysis of the needs of the learner or family. Level Plan & Co-ordinate Support Evidence Next Steps Tools Comments 5 In consultation with the whole team around the learner, a Support Plan* is developed in response to learner needs at a Student Support Group (SSG)* meeting. The SSG includes learner, family, learning mentor, other schools staff (leadership, wellbeing), support agencies… The Support Plan includes short term achievable goals (SMARTA*) and actions that all parties commit to and take on responsibility. Past recommendations and successful strategies are incorporated in a strategic manner. Date for review of Support Plan is set and agreed to A reminder of the meeting to review Support Plan sent to all parties by the Lead Professional a week before the meeting. There is a whole school understanding of how all staff who interact with the learner are aware of his/her needs and actively work to support the set goals. 4 A SSG is created and families invited to participate in devising a plan for the future. Wellbeing staff and family develop a Support Plan that outlines achievable goals for the learner. Commitment to the goals is sought from the learner by explaining what is required. Lead Professional schedules regular SSG meetings and reschedule promptly if required. Lead Professional reminds stakeholders of scheduled meetings. Most staff who interact with the learner are aware of
TALPlanningImprovementTool.docx