Additional Support Framework and Intervention Action Plan (for student teachers not making expected progress at any stage)

Additional Support Framework Procedures

A student teacher, who is not making expected progress towards LJMU's ITE Curriculum, should be given structured support and intervention via the 'Additional Support Framework' (ASF). Expected progress is identified through phased expectations and curriculum questions. However, we are aware that progress through phased expectations may not be linear and equal for all student teachers resulting in a difference in progress profiles.

This can be instigated at any point/phase in their programme and should be enacted quickly where concerns arise. This may be, but not limited to, formal phase review points, targets linking to weekly mentoring processes (weekly meeting and LAFs) or any substantial incident, which needs quick intervention.

It is vital that procedures are followed by schools to protect all parties and provide evidence that student teachers have been offered appropriate structured support. Discussions between the General Mentor/Professional Mentor and the Lead Mentor will determine the focused targets and level of the 'Additional Support Framework' that is the most suitable for the student teacher.

There are three stages to the 'Additional Support Framework' :

• Stage one: 'Additional Support'.
• Stage two: 'Cause for Concern'.
• Stage three: 'At Risk'.

Student teachers should begin the Additional Support Framework at the appropriate level to meet their needs and the school's concerns.

The ASF process can be instigated within any phase of training, but as each process is usually two weeks in length it is advised that there is normally a minimum of six weeks of a school placement remaining to ensure a student teacher has the best chance to be successful. The student teacher should have sufficient opportunity to make progress against their targets, and therefore mentors should consider factors that may influence this such as periods of orientation and/or ITaP weeks.

Additional Support	Some examples could include: Repeated targets set and not met on weekly meeting forms. Inconsistent planning for pupil learning. Not responding to mentor feedback. Pass of phase review but showing some concerns against curriculum questions.
Cause for Concern	Some examples could include: Additional support targets not met. Significant professionalism issue— professional standards. Detrimental impact on pupil progress. Repeatedly not following guidance— policy, mentor advice. Failure of placement through phase review point whilst ASF was live (as failure of placement, incurs failure of AS level support). Termination of placement whilst ASF was live (as failure of placement, incurs failure of AS level support).
At Risk	Some examples could include: Cause for Concern targets not met. Significant incident— safeguarding. Continuous detrimental impact on pupil progress. Failure of an 'at risk' plan incurs a fail of the phase of training.

* Examples given are not exhaustive. Please seek advice from Lead Mentors in the first instance.

Please note that any student teacher undertaking a second attempt placement must commence their school placement with an intervention action plan as part of the Additional Support Framework. For further information regarding second attempts and referrals please see Section A.

Initial discussions should include the General, Professional and Lead Mentor to determine the focus and appropriate level of support and intervention. A separate meeting will be convened including the student teacher and mentoring parties to establish and shape the specific contents of the plan. This should be recorded on the ASF proforma on Abyasa. Once all parties have agreed and electronically signed and dated the plan, the ASF will be live, and formal notifications will be sent via email.

An interim review should be held one week into the two-week plan, usually during the weekly meeting. Comments should be inputted onto Abyasa so there is evidence of monitoring of the targets, and all mentors should make sure they are aware of student teacher progress, including the Lead Mentor.

At the final review of the plan, the General and Lead Mentor should both be present. A review of progress is considered using evidence of impact and formal comments entered into the online ASF proforma on Abyasa.

Following the consideration of the targets, a final decision should be made around:

• Targets being met and the plan being complete.
• Targets are partially met and would benefit from being extended by a maximum of one week.
• Targets are not met and an escalation to the next level of support is necessary.

Roles and Responsibilities

• Responsibilities of the General Mentor/Professional Mentor
• Responsibilities of the Lead Mentors
• Responsibilities of the ITT Partnership Lead

General Mentor/Professional Mentor

The General Mentor/Professional Mentor is responsible for monitoring the Additional Support Framework procedure from start to conclusion, in collaboration with the student teacher's Lead Mentor.

Role: to identify and monitor the progress of student teachers identified as requiring an Additional Support Framework and Intervention Action Plan.

Responsibility to:

• Use the phased expectations and curriculum questions to unpick concerns about expected progress.
• Discuss concerns with the student teacher and the Lead Mentor as soon as possible.
• Inform the student teacher of progress being made and identify when to implement the Additional Support Framework.

Follow up action:

• Inform the Lead Mentor as soon as possible that an action plan is required.
• Work with the student teacher and Lead Mentor to specify the experiences that the student teacher will need to have, the actions they will need to take and the evidence that they will need to gather to rescind the additional support, cause for concern or at risk status.
• In partnership with the student teacher and the Lead Mentor put into place, monitor, and review a developmental intervention action plan to enable the student teacher to achieve the ITE Curriculum within the phase of training.

The Lead Mentor

The Lead Mentor is responsible for monitoring the Additional Support Framework procedure from start to conclusion, in collaboration with the General Mentor/Professional Mentor.

Role: to monitor the quality of the training experience including the 'Additional Support Framework' procedure.

Responsibility: discuss the issue with the school and decide if the structured intervention needed is 'additional support', 'cause for concern' or 'at risk' and help to formulate the structured action plan without delay. Ensure there is a realistic and achievable action plan in place with suitable interventions to support the student teacher's progress.

Follow up action:

• Discuss the issue with the Programme Leader in respect of the programme's best course of action (expectations, procedure, timelines).
• Finalise the intervention and development plan on Abyasa.
• Signpost to student teacher, General Mentor, Professional Mentor and Programme Leader that notification of live plan will be sent to them from Abyasa upon signing the action plan.

The Partnership and Mentoring Lead

The Partnership and Mentoring lead is responsible for monitoring that the Additional Support Framework is applied equitably and consistently across the partnership as part of the quality assurance role.

Role: to monitor the fair and consistent application of the 'Additional Support Framework' procedure.

Responsibility: review and quality assure sampled action plans and monitor consistency and quality of the procedure across the partnership.

Follow up action:

• Confirm that targets are appropriate and effectively monitored.
• Support Lead Mentor, General Mentors and Profsessional Leaders in respect of the consistent and fair application of the procedure.
• Work with the work-based learning team to ensure that all parties are kept informed regarding the student teacher progress and outcomes via Abyasa.

Formal notification of Additional Support Framework and Action Plans

• The completed action plan should be on Abyasa and signed by the General Mentor, Student Teacher and Lead Mentor.
• Sign off of the agreed action plan for either 'Additional Support', 'Cause for Concern' or 'At Risk' of failing the placement will trigger Abyasa to send notifications to Professional Mentor, General Mentor, Student Teacher and Lead Mentor, as well as the Programme Leader.
• The action plan should be reviewed each week by the General Mentor and the Lead Mentor should be kept informed, especially if further timely intervention is needed. Interim notes should be added onto Abyasa.
• An action plan should usually last no longer than 2 weeks before it is formally reviewed in a meeting with the student teacher, General Mentor and the Lead Mentor. Final comments and agreed outcome should be entered onto Abyasa.

Reviewing the Action Plan

• At the formal review meeting, the recommendation can be made to:
  1. successfully pass the action plan as the student teacher is successfully on track to meet the ITE Curriculum;
  2. extend the targets for an additional week offering a clear rationale to support the decision on Abyasa;
  3. escalate the action plan to the next level as targets are not met.
• If a student teacher fails their 'At Risk' action plan then their school placement is terminated at this point and they return to university for a meeting with the Programme Leader, School Led Lead (if appropriate) and/or the Partnership and Mentoring Lead.
• If the placement is terminated whilst a support plan is live, the phase of training and support plan also incurs a fail.