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It supports teachers, pupil support assistants, and early years practitioners to plan, evidence, and track individual learning requirements. The framework defines the term through a staged intervention assessment and provides guidance on how to use progression sections, curriculum planners, skills frameworks, and trackers to monitor learning over time.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/aberdeenshire-framework-for-pupils-with-significant-and-complex-needs-may-2023/164269/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/aberdeenshire-framework-for-pupils-with-significant-and-complex-needs-may-2023/164269.png","ImageObject",442,249,{"name":88,"@type":89},"Oliver","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-21","2026-08-31",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What does the Aberdeenshire Framework define as significant and complex needs?","Question",{"text":108,"@type":109},"It treats the term as a working description rather than a national definition, linked to assessment at Level 3 of Aberdeenshire’s staged intervention model. Learners typically require long-term multi-agency involvement and highly individualised education planning.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"Who is the framework intended to support?",{"text":113,"@type":109},"It is designed for teachers, pupil support assistants, and early years’ practitioners. The framework helps education staff detail learning requirements and track progress for individual pupils.",{"name":115,"@type":106,"acceptedAnswer":116},"How are learners’ progression planning formats structured for Early Level?",{"text":117,"@type":109},"The progression framework includes Early Level Curriculum Planners in multiple formats, a skills framework for Early Level, alternative planning documentation, and trackers. 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This framework provides learning pathways for learners aged 3-18 years with significant and complex needs and encompasses Broad General Education (BGE) and Senior Phase. It is intended to support teachers, pupil support assistants and early years’ practitioners to meet the individual learning needs of learners.\nEvery learner is entitled to a broad and balanced education and this framework allows education staff to detail the specific learning requirements of pupils as well as track their progress. It is recognised that some learners with complex needs may be working within the Early level for several years therefore there are two planning formats to use as their awareness and experience of their learning develops.\nDefinition:\nThere is no national definition for significant and complex needs, rather, the term should be viewed as a working description. Learners with significant and complex needs will have been assessed at Level 3 of Aberdeenshire’s staged intervention model. Pupils with enduring, complex and/or multiple additional support needs will:\nRequire long term multi-agency involvement detailed in either a Child’s Plan and/or Individual Education Plan.\nHave significant difficulties with holding, organising and integrating new knowledge and skills, to the extent that it is likely to affect how they learn throughout their life and will therefore require highly individualised education planning.\nHave significant long-term learning difficulties across multiple cognitive domains that cannot be attributed to experiential gaps i.e., expressive language, receptive language, executive function, attention and social cognition.\nRequire long term use of the Aberdeenshire ASN Progression Framework, Extended Early Level Curriculum or National 1 and 2 SQA Senior Phase curriculum  to plan, track and monitor progression in learning\nFor some learners with significant and complex needs (but not all). They may:\nHave complex medical needs that require NHS care plan / protocols\nRequire long-term support with intimate care needs.\nBe vulnerable due to family wellbeing, experiencing deprivation through socio-economic or multiple factors.\nSection 2: How to Use the Progression Framework\nThe Progression Framework is divided into four sections- Early Level Curriculum Planners, a skills framework for Early Level, alternative planning documentation and Trackers.\nEarly Level Curriculum Planners:\nThis section of the Framework has three formats for staff to document and evidence the learning of individual ","cbCaiqtkLfQZdIlJ","https://ap.wps.com/l/cbCaiqtkLfQZdIlJ","docx",852613,180,"English","# Rationale and Definition\n## Rationale\n## Definition\n# How to Use the Progression Framework\n## Early Level Curriculum Planners\n## Annual Bundles\n# Life Skills Development Framework\n# Skills Framework\n# Planning Documents to Support Annual Bundles and SQA Work\n# Senior Phase\n# Trackers - Early Level and SQA","[{\"question\":\"What does the Aberdeenshire Framework define as significant and complex needs?\",\"answer\":\"It treats the term as a working description rather than a national definition, linked to assessment at Level 3 of Aberdeenshire’s staged intervention model. Learners typically require long-term multi-agency involvement and highly individualised education planning.\"},{\"question\":\"Who is the framework intended to support?\",\"answer\":\"It is designed for teachers, pupil support assistants, and early years’ practitioners. The framework helps education staff detail learning requirements and track progress for individual pupils.\"},{\"question\":\"How are learners’ progression planning formats structured for Early Level?\",\"answer\":\"The progression framework includes Early Level Curriculum Planners in multiple formats, a skills framework for Early Level, alternative planning documentation, and trackers. This supports planning, evidence gathering, and tracking across time.\"}]","Aberdeenshire Framework for Pupils with Significant and Complex Needs - May 2023 | DOCX",63]