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The Graduated Approach - access to information and help in schools
Why we did this consultation
We wanted children to help us develop the North Tyneside Graduated Approach which is designed to helped children access information and get help at school.
Method
We visited a range of children and young people in groups of 6-8, across 10 schools in North Tyneside (3x secondary, 1x middle, 5x primary, 1x first). We asked children key questions to help us to understand what they feel and how we can use this to inform our approach moving forward.
Key themes or issues identified from children and young people throughout the consultation
We found that many children rely on their school to keep them up to date and don’t know where they could find information about what is available to support them. Most children could identify how they are supported in school and what adaptations are made for them (if required). When referring to external support, children were typically able to identify when they had accessed support but not who the support was from.
Impact
This information was used when designing North Tyneside’s Graduated Approach and in particular, the area for children and young people. Children and young people can use the system to find out where they can go if they need some additional support at school, find out who is visiting them in school (when external agencies are involved) and as signposting towards where to find support once they have left school.
We wanted children to help us develop the North Tyneside Graduated Approach which is designed to helped children access information and get help at school.
Method
We visited a range of children and young people in groups of 6-8, across 10 schools in North Tyneside (3x secondary, 1x middle, 5x primary, 1x first). We asked children key questions to help us to understand what they feel and how we can use this to inform our approach moving forward.
Key themes or issues identified from children and young people throughout the consultation
We found that many children rely on their school to keep them up to date and don’t know where they could find information about what is available to support them. Most children could identify how they are supported in school and what adaptations are made for them (if required). When referring to external support, children were typically able to identify when they had accessed support but not who the support was from.
Impact
This information was used when designing North Tyneside’s Graduated Approach and in particular, the area for children and young people. Children and young people can use the system to find out where they can go if they need some additional support at school, find out who is visiting them in school (when external agencies are involved) and as signposting towards where to find support once they have left school.