Introduction
As part of Somerset’s commitment to reducing exclusion, improving attendance and children receiving the right support at the right time, new guidance and resources have been developed and are shared here. We would like to thank the local school leaders for their engagement in producing this guidance. Starting from universal whole-school approaches and moving through three steps as part of a laddered response where there are ongoing concerns regarding an individual child or young person.
Universal support
Are all children in the setting making progress?
- Use the Graduated Response Framework to promote effective inclusive provision for SEND
- Use training and professional development from pubic health
- Network with colleague SENCOs and access support through discussion with SEND Network Groups
Step 1 - targeted school based support (early help)
Working together as a setting and family to identify needs and provide early help
Somerset Graduated Response Framework
The Somerset Graduated Response Framework promotes accurate assessment and identification of special educational needs, alongside a range of provision and strategies. The framework includes ‘quick checkers’ as well as more detailed information across all areas of need, including assessment tools.
Early Help Assessment
The Early Help Assessment (EHA) is a simple, easy to use assessment, which captures all of a child or young person’s and family’s needs. It is a shared tool which can be used by all agencies in Somerset who are delivering early help in a coordinated way, so that they understand and respond to the needs of children or young people. It is a tool for practitioners to identify the needs of children or young people and their families and make ‘request for services’ involvement where required.
Inclusion Advice Line
The Inclusion Advice Line provides access to advice for education staff to help meet children’s needs earlier. SENCos and school staff can reach the Inclusion Advice Line using their contact form.
Implementing a Pastoral Support Plan
A Pastoral Support Plan should be used as part of the ladder of response where a pupil is displaying persistently challenging behaviour. An effective Pastoral Support Plan will be strengths-based and there should be clear monitoring systems for progress, use of baseline data to ensure impact can be measured reliably and amendments to the plan as needed. A PSP is a plan led by the educational setting and guidance and templates are available.
Step 2 - targeted support from external agencies
Understanding who else can help.
Early Help Assessment
Review the Early Help Assessment and engage relevant external specialist support.
Specialist outreach
Seek advice and support from Specialist outreach in Somerset. This is provided by the locality based partnership schools (PRUs) and the special schools.
Children at risk of exclusion checklist of expectations
The checklist of expectations draws on national government guidance, legislation and local Somerset context. This is to clarify the duties and expectations of schools with regard to children and young people who present with challenging behaviour and are at risk of exclusion from school.
SEND Planning Meeting
The SEND Planning Meetings bring together Educational Psychology Service and relevant services with the education setting. Each Somerset school has a termly SEND Planning meeting to discuss and make plans regarding key strategic SEND priorities and children and young people.
Targeted Support Meetings
Every school will have an allocated Education Engagement Service Officer, meetings will be mutually agreed depending on need, size of cohorts and demand. This will focus on identifying and responding to emerging and developing attendance concerns in line with ‘Working Together to Improve School Attendance’.
Step 3 - additional support
If a child may be at risk of significant harm contact Somerset Direct on 0300 123 2224
Preventing Exclusion and Suspension Team
The preventing exclusions and suspension teams are locality based and made up of professionals from different specialisms. The aim of the team is to provide advice, guidance and specialist assessment to promote inclusion and maintain educational placements for those at risk of exclusion. This includes regular tracking meetings for schools with high suspensions.
EHC needs assessment and Annual Reviews
A request for an EHC needs assessment should use the assessment checklist and provide details on the support provided during step 1 and step 2 as outlined above. If during the annual review of the EHCP changes are requested to sections B (needs), F (Provision) or I (Placement), there should be recent specialist advice which provides evidence to support the changes.
Support may also consider use of alternative provision or managed moves.