Spring Bank Holiday on Monday 27 May means all rubbish and recycling collections will be one day later that week, including Friday collections taking place on Saturday 1 June.
Recycling and rubbish collection days are changing for some households in Mendip and South Somerset. Read about the changes and how they may affect you.

Part of
Children at risk of exclusion – Checklist of expectations

National government guidance, legislation and local Somerset context with regard to children and young people who present with challenging behaviour and are at risk of exclusion from school.

Navigate this page
Back to Children at risk of exclusion – Checklist of expectations

Contents

Schools should engage proactively with parents in supporting the behaviour of pupils with additional needs

Step 2.1 - proactively engage with parentsStep 2.2 - multi-agency assessment

Part of
Children at risk of exclusion – Checklist of expectations

National government guidance, legislation and local Somerset context with regard to children and young people who present with challenging behaviour and are at risk of exclusion from school.

1

Reasonable Adjustments

National Guidance or Legislation, and expectations

Reasonable Adjustments
2

In-school support and Identification of additional needs

National Guidance or Legislation, and expectations

Step 1: In-school support and Identification of additional needs
3

Engaging Specialist Support

National Guidance or Legislation, and expectations

Step 2: Engaging Specialist Support
4

Alternatives to exclusion and pre-exclusion considerations

National Guidance or Legislation, and expectations

Step 3: Alternatives to exclusion and pre-exclusion considerations
5

Specific situations

Pupils with an EHCP, Pupils who are looked after, one-off breach, and references

Specific situations

Step 2.1 - proactively engage with parents

National Guidance and or Legislation

Schools should engage proactively with parents in supporting the behaviour of pupils with additional needs (DfE, 2023, p.23).

Expectations

An early help assessment should be carried out and appropriate early help services and support avenues should be coordinated.
A Team around the Family approach has been used where needed, working with agencies from outside of education to provide support, e.g. in the home or in the community (e.g. PFSA, FIS, VCSE sector).

Step 2.2 - multi-agency assessment

National Guidance and or Legislation

Early intervention to address underlying causes of disruptive behaviour should include an assessment of whether appropriate provision is in place to support any SEN or disability that a pupil may have. The head teacher should also consider the use of a multi-agency assessment for a pupil who demonstrates persistent disruptive behaviour. Such assessments may pick up unidentified SEN, disability or mental health problems but the scope of the assessment could go further, for example, by seeking to identify housing or family problems (DFE 2018, p.19).

Expectations

  • The school has received specialist advice and the child or young person’s needs have been fully assessed, e.g. through Educational Psychology Service, PRU Outreach, Inclusion Somerset and/or mental health services. This advice has been implemented over time and the impact reviewed with the specialist service.
  • Where the exclusion risk relates to a specific area (e.g. mental health, sexualised behaviour), there is good evidence of working in partnership with specialists in these fields.

Last reviewed: December 7, 2023 by Gemma

Next review due: June 7, 2024

Back to top