Information Sharing
T - Jargon Buster
TIER 1, TIER 2, TIER 3, TIER 4
Targeted services provide support aimed at particular groups of children, but often from within universal (or mainstream) services. As described in the Green Paper Every Child Matters, targeted services also include services aimed at groups of children and their families with complex needs, such as targeted parenting support and many services provided by social services child and family departments.
In many areas, children’s services have historically been modelled or conceptualised on a tiered approach, with each tier generally equating to a different level of child (or family) need, or to the type of service provided.
TIER 1, TIER 2, TIER 3, TIER 4 – See also Windscreen Model
Services that are in line with a four-tier strategic framework are now widely accepted as the basis for planning, commissioning and delivering services. Although there is some variation in the way the framework has been developed and applied across the country, it has created a common language for describing and commissioning services.
It is important to bear in mind that neither services nor people fall neatly into tiers. Many practitioners work in both Tier 2 and Tier 3 services, for example. Similarly, there is often a misconception that a young person will move up through the tiers as their condition is recognised as more complex. In reality, some require services from a number (or even all) of the tiers at the same time. The model is not intended as a template that must be applied rigidly, but rather as a conceptual framework for ensuring that a comprehensive range of services is commissioned and available to meet all the needs of young people in an area, with clear referral routes between tiers.
This is a plan devised following the Year 9 annual review of a statement of special educational needs, and updated at subsequent annual reviews. The purpose of the plan is to draw together information from a range of individuals within and beyond the school, in order to plan coherently for the young person’s transition to adult life. Transition plans may also be devised for young people with special educational needs but without statements, where it is considered appropriate.
Page updated: Friday, December 8, 2006 12:04 PM
