Staged Levels of Intervention – Universal

In Scottish education, the staged intervention model is used as a means of identification, assessment, planning, recording and review to meet the learning needs of children and young people.   

Staged intervention provides a solution-focused approach to meeting needs at the earliest opportunity and with the least intrusive level of intervention. It involves the child or young person, parents/carers, school staff and, at some levels, other professionals, working in partnership.  

Staged intervention is designed to be flexible and allows for movement between stages depending on progress. There are variations between local authorities regarding the number of stages within their process.    

Universal Support

Universal support starts with the ethos, climate and relationships within every learning environment. It is the responsibility of all practitioners to take a child-centred approach which promotes and supports wellbeing, inclusion equality and fairness. If a child or young person requires additional support, this is initially the responsibility of the classroom teacher or key worker. The majority of children and young people’s needs are met through universal support.   

Some examples of universal support are below. This list is not exhaustive.
•    Personalised learning plans
•    Literacy, numeracy or health and wellbeing support
•    Enhanced transition e.g. P7 – S1 
•    Use of ICT e.g. digital learning and teaching resources such as digital SQA exams 
•    Quiet spaces
•    Visual time tables and supports

The CIRCLE Framework provides a variety of ways to assess and modify the learning environment as part of universal support. To access the CIRCLE resources select ‘here’