Hertfordshire's Priorities for Children's Wellbeing & Education (2019-2022), Slides of Public Health

Download Hertfordshire's Priorities for Children's Wellbeing & Education (2019-2022) and more Slides Public Health in PDF only on Docsity! pg. 1 Hertfordshire County Council Hertfordshire’s emotional wellbeing and behaviour strategy 2020 – 2023 (Version 2 January 2022) Support and Provision January 2020 Holistic approach to understanding and supporting emotional wellbeing, engagement and behaviour. pg. 2 Contents 1. Introduction 3 2. Definitions 3 3. Broad Aims of the Strategy 4 4. Underpinning Principles 5 5. Strategic Priorities within Hertfordshire 2019-22 8 5.1 Maintaining children in suitable, full-time, education 8 5.2 Protecting and delivering entitlement 9 5.3 Building capacity within schools 10 5.4 Developing the DSPL delivery model 10 5.5 Co-production with parents/carers 12 5.6 Building a strong and effective partnership between Early Years settings, schools and local authority support services 12 5.7 Alternative Provision 12 5.8 Strengthening safeguarding 13 6. Successful Outcomes 13 Appendix 1 – Provision in Hertfordshire 16 I. Early Years Setting support 16 II. Primary Phase support 16 III. Secondary Phase support 18 IV. Special School support 20 Appendix 2 – Hertfordshire Steps 21 Appendix 3 - Training and support for Emotional Wellbeing and Mental Health in Schools 23 Appendix 4 – Hertfordshire’s Thrive Approach to understanding and supporting emotional wellbeing, engagement and behaviour 28 Appendix 5 – Hertfordshire’s Tiered Approach to improving and supporting emotional wellbeing, engagement and behaviour in Early Years 37 Appendix 6 – Glossary of terms and acronyms 46 pg. 5 • To enhance the ability and capacity of schools and settings to work in partnership with each other in order to retain ownership of, and secure positive outcomes for, all children within their area. • To work in partnership with parents/carers in supporting children whose emotional wellbeing is affecting their ability to engage in learning or the school environment. • To ensure that information provided by a school is made available to pupils and parents with disabilities, using alternative formats where required. • To ensure that schools SEN information report is published and accessible to parents with clear and meaningful details of the reasonable adjustments • To improve the coordination, integration and effectiveness of LA support services in order to secure early, targeted interventions which lead to sustained quality outcomes. • To ensure that the partnership working between schools, education settings and other agencies become more integrated, robust and effective. • To ensure that resources are deployed equitably and transparently and are used to optimum effect, thereby securing value for money. • To create clear channels of accountability which can enable the effective monitoring of outcomes. 4. Underpinning Principles The Emotional wellbeing and behaviour strategy is underpinned by government legislation and SEND guidance and by a set of principles to which all stakeholders are expected to commit. These principles are: • The local authority will provide a strategic lead. The LA will provide clear strategic leadership and direction in the delivery of this strategy and ensure that the priorities detailed within it are delivered consistently, equitably and transparently. In fulfilling this role, the LA will offer support, challenge and mediation to all stakeholders, and act, when appropriate, or advocate on behalf of any child who is out of education. • Every child has an entitlement to receive full-time education, including funding for 2 - 4 years old, suitable to his/her age, ability and aptitude and any special educational needs he/she may have. Regardless of the presenting behaviours or emerging needs he/she may exhibit, each child has an entitlement to receive a suitable, full-time education and it is the shared duty of all stakeholders to work together to rigorously protect this entitlement. No child should be allowed to “fall through the gap” or be “left behind” and each individual child should have access to a continuum of support which can address his/her needs. pg. 6 • Schools and settings know their children (and their families). Staff and parents are key in promoting positive emotional wellbeing. These adults and practitioners have an informed perspective and their insights are of equal value and should equally fully inform all planning and decision- making. • Early correct identification of need and intervention is crucial. The focus should be on children deemed to be “at risk” of developing poor emotional wellbeing. Only in this way can a timely response be delivered before a serious escalation occurs. (See Appendix 2 below on Hertfordshire Steps). • A recognition that behaviours can change, and improvement can be secured. Staff must maintain a belief that positive change can be achieved, and this philosophy should underpin all interventions. Behaviour can be affected, influenced and changed by a variety of factors that may be difficult to understand. This behaviour analysis will require innovative thinking, adapted working practice and a constant search to develop new ways of engaging children whose behaviour is deemed to be challenging. Changing behaviour is a learning process both for children and for the adults who are responsible for them. Expectations must be realistic but must be grounded in a belief that change can be affected. Improvements in behaviour may be small and gradual and it should be recognised that behaviour expectations should be developmentally realistic. • The behaviour should be seen, explained and analysed separately from the child. It is important to ensure that children are not blamed nor stigmatized for their behaviour. Children often face multiple and complex difficulties and in addressing these difficulties all partners should ensure that their approach is underpinned by the need to analyse the function of the behaviour and explore what it might be communicating. Behaviours that are viewed as challenging should be considered as to whether they are age appropriate and/or in line with that child’s stage of development. • Flexibility and creativity are essential to improving emotional wellbeing. There is no “one size fits all” approach to understanding behaviour management and responses need to be personalised to the very specific needs of each individual child. Solution focused thinking is of crucial importance and this may require a change in approach for some stakeholders. Whilst clearly defined procedures and protocols are essential, these should not be permitted to block the development of original and creative solutions. It should never be acceptable to do something in a certain way simply because, “That’s the way we’ve always done it”. Solution Focused Reflective Practice approaches help teams reflect on the holistic needs of the child and young person, increase understanding and draw on resources to consider a variety of positive approaches to support children and young people. pg. 7 • The voices of children and their parents/carers should be sought and listened to. Children and their parents/carers must be active participants in the process. Regardless of the child’s and/or his/her parent/carer ability to communicate, their views and suggestions should always be sought. Some children and their parent/carers may sometimes need an advocate. Stakeholders should ensure that such advocacy is available and accessible. Behaviour Plans in early Years settings, Pastoral Support Plans (PSPs) or Risk Reduction Plans in schools should be used to improve outcomes, reduce sanctions and secure the active involvement of parents/carers. All planning documents must be jointly created, coproduced and regularly reviewed to ensure these are improving the emotional wellbeing of the child. Any strategy that is evidently detrimental to the emotional wellbeing of the child must be reviewed and amended. • Mutual trust and shared commitment are vital. Positive outcomes will be most easily secured if all stakeholders commit to work together in a spirit of trust and good will and a solution focused approach. • Local capacity should be developed. The principle of ‘local solutions to local challenges’ underpins all interventions in Hertfordshire and is fundamental to this Strategy. The DSPL groups and local partnership models are purposefully designed to ensure local collaborative working and a shared responsibility. Early Years settings and schools should have access to quality local services and play a key role in designing and evaluating the delivery of these services. This will ensure that all stakeholders retain accountability of all children in their area. • There should be cohesion, consistency and equity across Hertfordshire. Children should be able to access the same level of high-quality support regardless of where they live or are educated within Hertfordshire. • Intervention or practice must be evidence-based, and data-driven. Stakeholders must use existing quality assured models of proven best practice, and robust up-to-date data, to inform planning, decision-making, allocation of resources and the monitoring of outcomes. The LA should assume a key role in identifying such practice and in providing and supporting the interrogation of such data. • Outcomes must be efficient, effective and value for money. In determining these outcomes all stakeholders will need to ensure evidence- based practices are used when monitoring, planning and evaluating all interventions and resource. It should be recognised that every child needs bespoke and appropriate support to be able to improve his/her emotional wellbeing and re-engage in learning. Such outcomes, however, need to be effective (in that clearly defined objectives have been achieved) efficient (in that good use is made of available resources), and offer value for money. pg. 10 • Tier 4 – Getting More Help (Targeted plus)– the school accesses short term provision away from the school when a children or young person is considered to be at immediate risk of permanent exclusion. • Tier 5 – Getting Risk Support (Specialist)– suitable quality assured alternative provision is commissioned for children who have been permanently excluded until a new school placement is identified. There may of course be occasions when it is necessary to consider whether a mainstream school remains an appropriate placement. The local authority has a statutory duty to protect the educational entitlement of all children of statutory school age who have been permanently excluded from school. This duty is discharged through the provision of suitable, full-time education from Day 6 following the child’s exclusion. This education can be delivered through the Education Support Centres (ESCs) and Primary Behaviour Services. (See Appendix 1). 5.3 Building capacity within schools It is the responsibility of settings and schools to recognise when an individual child’s emotional wellbeing is starting to affect their ability to engage in learning or the school environment. Schools should provide details of how the curriculum is adapted or made accessible for these pupils. Lessons should be differentiated and personalized to ensure there are no barriers to every pupil achieving. Provision maps are an efficient way of showing all the provision that the school makes which is additional to and different from that which is normally available for all pupils. Therefore settings/schools are responsible in partnership with parents to identify and implement jointly agreed strategies which support the child. Settings and schools should continue to develop supportive nurturing environments that promote positive emotional wellbeing and prevent the need for exclusion. In doing this schools should ensure the active participation of children and parents/carers in the development of their setting’s/school’s behaviour policy and practice. (Behaviour for Learning offers a model as to how this might be achieved for schools). Settings and schools should continue to develop and improve internal tracking and data systems which enable them to identify at an early stage individual children and specific cohorts who are at risk of becoming disaffected. Settings and schools should commission, develop and embed evidenced based whole school approaches for promoting emotional wellbeing for all children. All staff should have training and development to enhance their knowledge and skills in proactively recognising, understanding and supporting children’s emotional wellbeing. (See Appendix 2 Hertfordshire Steps and Appendix 3 Whole school approaches to Mental Health/Mental Health Leads). 5.4 Developing the DSPL delivery model DSPL (Delivering Special Provision Locally) is a Hertfordshire-wide partnership approach initiated in 2011. DSPL provides a range of support across the county for children with special educational needs and disabilities. Each area works with: pg. 11 • parents • schools and staff in early years settings • Further Education staff • representatives from other agencies. DSPL areas support schools and settings to: • meet the needs of children with special educational needs and/or disabilities (SEND), aged 0-25, as close to home as possible • improve outcomes for wellbeing and attainment • widen choice for children and parents/carers • remove barriers to learning • use resources effectively. DSPLs are responsible for shaping provision within their areas and for determining how best to meet the needs of local children with SEND (including mental health). DSPLs meet regularly to discuss what services are available and to influence how these services are shaped and developed to ensure the children with SEND in their area receive the right support in their educational activities. There are nine DSPL Area Groups across Hertfordshire each with a lead school, these are: • DSPL 1 – Hitchin, Letchworth, Baldock and Royston (Wymondley Junior Mixed & Infant School) • DSPL 2 – Stevenage (Peartree Spring Primary School) • DSPL 3 – Bishops Stortford, Sawbridgeworth, Buntingford, Watton at Stone, Hertford and Ware (The Sele School) • DSPL 4 – Hoddesdon, Broxbourne and Cheshunt (Forres Primary School) • DSPL 5 – Welwyn Garden City and Hatfield (Green Lanes Primary School) • DSPL 6 – Potters Bar, south Hatfield villages and Borehamwood (Wroxham Primary School) • DSPL 7 – St Albans and Harpenden (Fleetville Junior School) • DSPL 8 – Hemel Hempstead, Tring, Berkhamsted and Kings Langley (Kings Langley Secondary School) • DSPL 9 – Watford, Three Rivers, Bushey and Radlett (Bournehall Primary School). https://www.hertfordshire.gov.uk/microsites/local-offer/education/dspl/delivering- special-provision-locally.aspx Whilst interventions and referral pathways may vary in different DSPL area groups the LA must ensure an appropriate balance between local needs and agreed county- wide priorities to ensure consistency and equity. The DSPL strategic group and the ISL monitoring visits are the mechanism for accountability and challenge to ensure equity across the authority. pg. 12 5.5 Co-production with parents/carers Parents/carers are key to achieving sustained outcomes for children’s emotional wellbeing and their active participation at all stages of this process is crucial. Parents should be involved at an early stage as partnership working is essential. All schools and settings should actively ensure that all parent are aware of the support that is available to them. Where parents request support, the support of relevant outside agencies must be sought. (i.e. SENDIASS https://www.hertfordshire.gov.uk/microsites/local-offer/support/sendiass.aspx) Schools and other education providers have a responsibility to provide accessible information to parents and pupils to ensure that students with SEND are not disadvantaged. Where appropriate, particularly for students or parents with sensory impairments, information may need to be made available through alternative methods and formats. Parents should be able to access regular objective Information that’s clear and free of jargon, about their child from the Early Years setting or school and in turn equally relevant information from home shared. Parents and school should meet regularly together and work in partnership to agree any support or intervention which they mutually consider necessary. Parents have access to a range of support, such as Family Centres, advocacy and signposting. They should also, if necessary, be supported to access relevant agencies/services which can provide specific advice or support. Settings and schools should be sensitive to the needs and views of parents and should employ a range of approaches to try to bring about a constructive dialogue focused on securing positive outcomes for children. This may at times require support from outside agencies. 5.6 Building a strong and effective partnership between Early Years settings, schools and local authority support services A strong and effective partnership between settings and local authority support services remains integral to securing successful outcomes. 5.7 Alternative Provision Alternative provision should be underpinned by a number of key commissioning principles. It should/must: • involve access to full-time education and entitlements • be integrated within the core offer • be cost-effective and offer value for money • be accessed through transparent referral systems • involve parents • be subject to regular review • involve children in their own learning pg. 15 • The number of children whose parents feel pressure to home educate as an alternative to their child facing exclusion from school If a parent advises the local authority that they have been advised or coerced into home educate as an alternative to him/her being excluded from school this will be considered to be an indicator of an unsuccessful outcome. The outcomes above will be monitored on a termly basis. Further guidance will be produced on how we as a Local Authority aim to monitor the outcomes during the implementation phase of this strategy. This will focus on the need to embed the strategy into your school or settings ethos and culture in order to protect, champion and safeguard the entitlement of those children who are at risk of being out of education. pg. 16 Appendix 1 – Provision in Hertfordshire This strategy is relevant to all schools and settings in Hertfordshire. All of these schools and settings must have in place relevant policies and practices which enable them to identify children whose emotional wellbeing is affecting their ability to engage in learning or the school environment. Whilst schools and settings are responsible for emotional wellbeing through their policies and practices, a range of specialist advice, guidance and provision is available in Hertfordshire. I. Early Years Setting support For Early Years Settings, a range of support can be sought for children who are experiencing poor emotional wellbeing or behaviour difficulties. This might range from systemic support for a setting (including generic and/or bespoke training) through to in-setting support for individual children. The nature of in-setting support may vary from setting to setting and details should be available from the individual Early Years Setting via their Early Years SEND offer. Advice and support includes the following: i) general emotional wellbeing and behaviour advice and support (via Inclusion Development Officers); ii) individual case consultancy (via Specialist Advisory Teachers for Early Years); iii) support with transitions and sign posting to further support; iv) support for children who are at risk of being excluded; v) behaviour-related training sessions (in line with Hertfordshire STEPS); vi) in-setting support for individual children to be successful this partnership must be underpinned by a spirit of transparency, trust, shared ownership, realism and a commitment to open, joint working. The local authority will offer clear and decisive strategic leadership and direction, working collaboratively and communicating with settings parent. Local authority services must clearly identify the type and level of support which they can offer to settings and schools. Funding mechanisms, access gateways and threshold criteria, will be clear and understood by all. II. Primary Phase support A range of support is offered to primary-aged children who are experiencing poor emotional wellbeing. This will range from in-school support for individual children, group interventions or alternative provision outside of a child’s own school setting. The nature of in-school support available will vary from school to school and details should be available from the individual school. If it is considered necessary for a child to access additional support or alternative provision, he/she may be able to do this if appropriate through a Primary Behaviour pg. 17 Service (PBS) or through other locally commissioned primary behaviour support services. In Hertfordshire there are currently six PBS provisions. These are: i) Andrew’s Lane (The Phoenix Centre) – Cheshunt. ii) Links Multi Academy Trust (Cedars) - St Albans. iii) Swallow Dell (The Welwyn and Hatfield Hub) – Welwyn Garden City. iv) Summerswood (The Hive)– Borehamwood. v) Pear Tree Springs (The Willow Centre) – Stevenage. vi) Dacorum ESC (The Haven)– Hemel Hempstead. In the Watford area primary behaviour support is offered through The Acorn Centre and Chessbrook ESC. In East Herts and North Herts primary behaviour support services are directly commissioned by local headteachers. In these areas provision is offered for the same range of needs and accountability. The purpose of the PBSs is to offer a continuum of provision to meet the needs of primary aged children with high-level needs, both with and without EHC plans, who are experiencing poor emotional wellbeing. Primary Behaviour Services are able to offer a range of tiered provision including: i) advice and support to mainstream schools ii) outreach support for individual children within their own school setting iii) placement of a child on the PBS’s outreach roll iv) placement on the permanent roll of the PBS v) day 6 provision for primary children who have been permanently excluded. Advice and support include the following: i) general advice and support ii) individual case consultancy iii) support with transitions iv) twilight training sessions. Outreach support includes the following: i) in-school support for individual children ii) small group work such as social skills groups and Circle of Friends; support with reintegration iii) whole-class work on issues such as transitions pg. 20 The ESCs/AP Academy also directly provide or manage locally commissioned behaviour support to Hertfordshire’s primary schools for children with emerging needs. The nature and extent of this support varies in different ESCs/DSPLs. IV. Special School support The nature of the social, emotional and behaviour difficulties experienced by some children may be such that it is considered that their needs cannot be met in a mainstream school and that these needs will best be met by accessing special school provision. There are six special schools in Hertfordshire which are able to offer provision for children who have an Education, Health and Care Plan which specifies social, emotional and behavioural difficulties (SEMH). Some of these schools have additional residential provision. These special schools are: i) Haywood Grove – Primary/mixed - Hemel Hempstead ii) Larwood - Primary/mixed – Stevenage iii) Batchwood - Secondary/mixed - St Albans iv) Brandles – Secondary/boys – Baldock v) Falconer - Secondary/boys with residential – Bushey vi) Hailey Hall - Secondary/boys with residential – Hoddesdon. Admission to these provisions is through the SEND Provision Panel and school cohorts may be drawn from several DSPL areas, although placements will usually be offered in the nearest suitable school. Hertfordshire also has a County Provision - Roman Fields - which also serves as a PRU solely for children with an EHC Plan (SEMH). Admission to Roman Fields School is also through the SEN Provision Panel. All these provisions have specialist staff who are experienced in supporting parent /carers whose children have SEMH. All special schools have the opportunity to form alliances/federations between themselves and local ESCs in order to develop capacity. pg. 21 Appendix 2 – Hertfordshire Steps Hertfordshire Steps Hertfordshire Steps has been adopted by the local authority as its preferred approach to behaviour management in Early Years settings and schools. It has been agreed through the SEND Executive and forms part of Hertfordshire’s Local Offer. Hertfordshire Steps is the foundation of our thinking and the umbrella that all other training sits within. Hertfordshire Steps is a training package designed to embed an approach to behaviour management that prioritising emotional wellbeing. This consistent locally owned approach aims to raise confidence in staff, so they feel safe when supporting children who emotional wellbeing is affecting their ability to engage in education. Hertfordshire Steps uses a variety of personal centred analytical tools to explore, consider and understand the causes of poor emotional wellbeing. Differentiation can then be specifically planned to protect the child and minimising the risk from escalation. Early intervention by staff and professionals should ensure the child’s needs are correctly identified and recognised. Staff will then be well informed about emerging need and ensure the right provision is identified. An advantage of Hertfordshire Steps is that it focuses on restraint reduction and elimination by promoting a holistic approach to understanding emotional wellbeing which can be introduced into mainstream settings and schools, special schools, FE and wider services working with children in Hertfordshire. It is a therapeutic approach to emotional wellbeing, with an emphasis on consistency, on the teaching of internal discipline rather than imposing external discipline, and on care and control, not punishment. It uses techniques to de- escalate a situation before a crisis occurs and, when a crisis does occur, it adopts techniques to reduce the risk of harm. It places the emphasis on de-escalation and enables staff to focus on the causes of an individual child’s declining emotional wellbeing rather than the presenting behaviour itself and empowers staff to proactively tailor their responses. An important aim of Hertfordshire Steps is to provide opportunities to support and debrief both children and staff after a crisis, particularly if restrictive physical intervention has been required. Hertfordshire Steps is delivered through tutor training led by the Hertfordshire Steps County Lead. Schools are able to build a small in-house team with a minimum of 2 staff per school who attend an intensive training course to become Steps trainers for their school. This model ensures that school-based tutors provide specific whole-staff training to develop consistency and supports senior leadership teams in the development of quality policy and planning. Early Years settings are able to disseminate the Steps principles in their settings with a minimum of 2 staff (the Manager and Senco) per setting who attend a one- day training course specifically designed for Early Years. This model ensures that Early Years leaders can embed the principles in their settings and empower their staff to understand, analyse and respond appropriately to children’s behaviour. Step On tutor training is an, early intervention course that develops practitioners’ knowledge, skills and understanding of behaviour and emotional wellbeing. It includes some simple de-escalation and everyday handling techniques. Steps pg. 22 emphasises the role of children and young person as co-producers, being involved in the planning of how they will be approached, giving them a sense of control of their environment. Step Up tutor training is a bespoke course that develops practitioners’ specific knowledge, skills and understanding of managing difficult or dangerous behaviour before, during and after a crisis, and includes practical techniques of risk-managed physical intervention. Staff must be trained in Step On before accessing Step Up training. The training is planned on the basis of auditing the particular needs of a child. It is designed for a small number of staff working with highly vulnerable and challenging children. One of the key principles of the Steps approach to emotional wellbeing is consistency and this is reflected in the delivery of the training at all levels. Procedures and protocols are in place, and adhered to by all parties, to ensure that all training offered is of a high quality. Tutors are required to use a standard set of training materials distributed annually by the local authority. The local authority is aware of all the training courses that are to be provided before each event takes place. All training is coordinated by the local authority and tutors cannot lead training outside of their own school or service without the prior agreement of the Steps County Lead. Tutors are required to attend an annual refresher course at which their skills are verified and re- accredited. The aim of Hertfordshire Steps is to ensure that ultimately the vast majority of/all Hertfordshire schools will have Steps-trained tutors and will continue to lead yearly refresher sessions which are bespoke to their school or setting to further develop good working practices, focusing on individual children as well as further embedding the therapeutic approach. Early Years Leaders will be expected to ensure all new staff are inducted into the Steps approach and that information from refresher courses is regularly disseminated to staff in their setting. The strategic aim is that all staff will be trained and have the skills to know how to manage difficult or dangerous behaviour in a proactive manor and to have an understanding of what challenging behaviour might be communicating, focusing on de-escalation and preventative strategies rather than on solely reactive strategies. The impact of Hertfordshire Steps is measured by analysing the reduction in the use of restrictive physical intervention (RPI) across Hertfordshire schools and settings. It supports the inclusion of pupils who exhibit challenging behaviour and it is accordingly anticipated that it will lead to a reduction in the number of exclusions. Hertfordshire Steps is consistent with both Hertfordshire County Council’s overall emotional wellbeing and behaviour strategy and the model behaviour policy that the local authority offers to schools and settings. The intention is that it will be used across all phases of education, from Early Years to FE, and in mainstream and special education settings. pg. 25 A Whole School Approach to Emotional Wellbeing and Mental Health A Whole School Self-review framework, along with Kitemark accreditation opportunity, providing acknowledgment of good practice and opportunities for a reflective approach to supporting emotional wellbeing and mental health, embedding this in day-to-day school practice. The Healthy Young Minds in Herts Whole School Approach Kitemark framework launched in April 2019 and draws on national guidance and is responsive to requests from schools, parent and professionals in respect of ensuring emotional wellbeing and mental health is embedded in whole school practice. The Framework covers eleven key areas with Leadership and Management being central. Accreditation is administered and authorised by a multi-agency panel including Public Health, PH Nursing, Education Psychology, schools and DSPL representatives as well as the Strategic Leads for MH in Schools. The 6-weekly panel reviews on-going numbers of schools applying for the Kitemark accreditation. Accreditation lasts for a three-year period and evidence can be submitted of activity which has taken place over the last three years. Kite Mark Speed Dating Workshops Aims: Familiarize participants with the Healthy Young Minds In Herts Self-review and Kitemark. The workshop provides protected time to engage in reviewing practice in school/setting to get the process started or moving the process forward. It is a practical and interactive workshop. There are lots of opportunities to share good practice and learn from colleagues countywide. Key Outcomes: • Provide protected time to engage in the Whole School Self-review process. • Facilitate increased awareness of the guidance and documentation. • Access to guidance and practical skills in participating in reflective practice and Self-review. • Access to key professionals to answer queries and provide additional support. • Update on training and resources to support Self-review and accreditation. pg. 26 • Increased opportunities to strengthen the MHL/Deputy and pastoral network and links countywide for sharing of good practice and planning for further development of key gaps. • Record of Self-review to help support further discussion with SLT and team to support planning for acknowledgment of good practice and next steps. Mental Health First Aid Youth Training One Day MHFA Champions Youth Training Nationally licenced training supporting front-line professionals in embedding mental health in day-to-day practice in relation to Emotional Wellbeing and Mental Health. This course works on the basis that there is a role in our communities for Mental Health First Aiders – people who feel confident to go to someone experiencing emotional distress, provide initial help and guide them towards more specialist support. This accredited, evidence-based course covers how to respond to 8- to 18- year-olds experiencing mental and emotional distress. Key Outcomes: • An understanding of common mental health issues and how they can affect young people. • Ability to spot signs of mental ill-health in young people and guide them to a place of support. • Knowledge and confidence to advocate for mental health awareness. • Increased capacity in relation to promoting resilience and early intervention. Two Day MHFA Youth Training: For Mental Health Leads/Deputy Mental Health Leads Key Outcomes: • Spot the early signs of mental health problems. • Feel confident helping someone experiencing a mental health problem. • Provide help on a first aid basis. • Help prevent someone from hurting themselves or others. • Help stop a mental health problem from getting worse. • Help someone recover faster. • Guide someone to the right support. • Reduce the stigma of mental health problems. • Building Skills to support positive wellbeing and Emotional distress. The MHFA training has been extended to the voluntary sector, GPs, Public Health Nurses, A&E staff and hospitals to increase confidence and capacity across the system. Online toolkit for mental health leads and School professionals Available on www.healthyyoungmindsinherts.org.uk pg. 27 Providing key quality-assured guidance and resources for schools and colleges, parents and young people. Supporting the development of Lead Governor Role Providing guidance and briefing, developing and promoting the role of Lead Governor for Health and Wellbeing, alongside Public Health and Local Authority Governance Lead. The aim is to ensure schools are supported to embed emotional wellbeing and mental health when considering behaviour, promoting early intervention. References: • Transforming Mental Health in Schools and Colleges – Green paper 2017 Government Green Paper, 2017: Transforming children and young people’s mental health provision: a green paper Last updated 25 July 2018 — see all updates From: Department of Health and Social Care and Department for Education • Future in mind DFE/DH Promoting, protecting and improving our children and young people’s Mental health and wellbeing, 2015, National review of CAMHS services • Healthy Young Minds In Herts, Child and Adolescent Mental Health Services (CAMHS) Transformation Plan for Hertfordshire 2015-2020. Updated December 2019. Accessible on East and North Herts CCG/Herts Valleys CCG Website. • Thrive Framework Wolpert, M., Harris, R., Hodges, S., Fuggle, P., James, R., Wiener, A., ...Munk, S. (2019). THRIVE Framework for system change. London: CAMHS Press Breda O’Neill and Yael Leinman Strategic Leads for Mental Health In Schools pg. 30 • Member of staff responsible for delivery and monitoring of pastoral support and other appropriate school-based intervention CPD: • Mental Health First Aid youth 1-day training – Development of Mental Health champions role in relation to responding to children aged 8 – 18 • Mental Health First Aid youth 2-day training - Development of Mental Health champions role in relation to responding to children aged 8 – 18 • Level 2 Mental Health Leads training – Designated Mental Health Lead and Deputy • All staff to attend a Healthy Young Minds in Herts Mental Health Level 1 awareness training session as part of their induction • My teen brain – one day multi agency training for professionals’ free resources. • All staff should complete 2 children mental health MindED online modules • Mind in Herts – spot the signs Emotional Wellbeing training • Hertfordshire Steps school-based tutors trained • Hertfordshire Steps, Step on training to be the core behaviour training package with regular refreshers and additional sessions to embed practice into policy Communication: • Positive early communication, with effective two-way dialogue that is solution focussed • Staff should describe and separate the behaviour from the child and consider what may drive the behaviour that is of concern. • Staff will refrain from being judgemental towards the presented behaviour and focus on what the behaviour might be communicating • Staff will aim to analyse the function of the behaviour and avoid moralising statements that comment on issues or right or wrong Support from FSW • Effective liaison and information sharing with Family Support Workers including follow up to support the individual needs of the student Seeking advice from the following: • Head Teacher colleague / local network of Head Teachers and/ or Mental Health/ Deputy Lead • Education Support Centre – Advice and guidance • Healthy young minds in Herts website and quality assured resources e.g. (wellbeing signposting guide for young people, a parent’s survival guide, anxiety and self-harm toolkit, stress bucket tips for parents, when to worry tool) • Chat health – school nursing text message service for young people (11-19) • Young minds – information for professionals, parents/carers and young people/adults experiencing a mental health crisis pg. 31 Tier 2: Getting Advice and Signposting (Universal plus) This support would be within their current school setting Early intervention from External Agencies such as: • ESC Outreach • Primary/secondary Behaviour Support Services (Outreach- advice and guidance) • Family Support Worker • Public health nursing – Targeted intervention via electronic referral online • ESMA • Integrated Services for Learning • DSPL • Thriving Families • Herts Young Homeless • Safe space counselling • Local community counselling services • Targeted Youth Support Team • Kooth.com – online counselling 10-25-year olds Examples of Support Small group work - an intensive block of support Additional or 1:1 support in class. This would be for an agreed amount of time Nurture Group Tailored support and strategies for school staff Hertfordshire Steps analysis documents used (Roots and Fruits & anxiety mapping) Promotion of parent/carer support networks locally Boxall profile or strength and difficulties questionnaire to identify emerging needs Solution focussed reflective practice circle Stem 4 – quality assured self-help apps YC Herts (relevant projects to be explored) Examples of Good Practice Risk Reduction Plan in place clearly identifying triggers and effective de-escalation strategies currently used by the school to ensure good practice. These plans may include a flow diagram, so communication is clear and effective 'Roots and Fruits' to be embedded and regularly updated within practice pg. 32 A transparent programme of support implemented that sets the student up for success CPD identified for particular groups of staff (MSAs, TA etc) to enable them to effectively manage more challenging behaviours and confidently implement Behaviour Plans Tailored CPD from SEMH Parenting support offered to parents to enable them to meet with parents who also experience similar difficulties providing them with a support network Outreach support to be contacted to explore advice and guidance in how best to support the pupil’s emotional wellbeing and engagement with learning Deliver developmentally appropriate RSHE curriculum that promotes and raises awareness of positive emotional well being Ensure that children with medical conditions get the support they need Any support plans must be created with input and discussion with parents/carers pg. 35 Tier 4: Getting More Help (Targeted plus) A full review of a young person’s educational history to be conducted focussing upon intervention and support received and the impact of this. The review enables effective targeted support. Access to additional services which may include: • Families first assessment • Specialist CAMHS via Single Point of Access (including eating disorders, Forest House, Targeted Teams) • ESMA • PALMS • ESC -outreach and in reach • 0-25 together team • Wellbeing team Examples of Support An intensive period of support from a local behaviour support service EHCP review Tailored support and strategies for school staff which could include a period of time working within the provision intensive block of support from a local behaviour support service A bespoke personalised learning experience with multi agency and parents/carer support The support is bespoke and tailored to the needs of the child, with planned and significant involvement from multi agencies who are involved in supporting the young person and the family Examples of Good Practice Tailored support and strategies for school staff which include a period of time within the provision Young person is dual registered, entry assessments undertaken to determine the personalised learning programme and length of time required to enable either: - • a return to current school or • transition to a new school Professionals meeting for Team around the Family pg. 36 Tier 5: Getting Risk Support (Specialist) Managed Move instead of Permanent Exclusion and provision from Day 6 in the case of Permanent Exclusion. Access to additional services through referral or pathway route which may include: • Forest House • CAMHS crisis team • MASH • Children services multi agency support • ESC onsite provision • Integration/inclusion team • Fair access • Wellbeing team Examples of Support An intensive period of support from a local behaviour support service Primary or secondary behaviour service in-reach Tailored support and strategies for school staff which could include a period of time working within the provision intensive block of support from a local behaviour support service Managed move panel The provision is bespoke and tailored to the needs of the child, with planned and significant involvement from multi agencies who are involved in supporting the young person and the family Examples of Good Practice Fair access and Exclusion Team to source provision for young person within an agreed timescale and programme of support to be part of this transition. Place allocated at ESC (Secondary) young person is dual registered A personalised learning and well-being program is implemented to support the young person during this period of transition pg. 37 Appendix 5 – Hertfordshire’s Tiered Approach to improving and supporting emotional wellbeing, engagement and behaviour in Early Years (0-5 yrs old) • ISL SEND Specialist Advice and Support (SEND SAS) Offer for Emotional Wellbeing and Behaviour in the Early Years (0-5) September 2021 This document sits alongside the ‘ISL SEND Specialist Advice and Support (SEND SAS) Offer for Children in the Early Years’ and supports the Hertfordshire Emotional Wellbeing and Behaviour Strategy (2020 – 2023). Some children may require specific, specialised support to meet their social and emotional needs. In this instance, the SEND SAS Early Years team will work alongside Early Years providers to ensure their provision reflects Hertfordshire’s preferred approach to therapeutic behaviour support. In the majority of cases, this will be focussed on strengthening the processes, policy and practice of settings to ensure a positive, supportive learning environment for all children. On occasion, children may communicate their wants and needs through sustained, difficult and/or dangerous behaviour. Early Years Emotional Wellbeing and Behaviour Specialists can guide and advise Early Years practitioners to confidently provide effective provision to support these needs. In line with the Graduated Response to SEND, Early Years practitioners should provide high quality, inclusive learning experiences to all children in their setting. This includes the consideration of Hertfordshire’s preferred approach to therapeutic behaviour support when planning and implementing provision, intervention and individual support. It is expected that Early Years providers engage in the lower Tiers of Support, before higher levels of intervention are offered. The learner profile below should guide Early Years practitioners, professionals and the Early Years SEND team to allocate the most appropriate level of intervention for children with social, emotional and behavioural needs. pg. 40 • The child may have difficulties settling into school/setting despite adult support • When overwhelmed, the child may demonstrate unpredictable or unexpected behaviour which may result in the need for adult support • The child may demonstrate difficulties in age appropriate sharing, turn-taking and participation in group activities • The child shows some difficulty in developing a positive relationship with their key person • They may show some difficulty in building and/or maintaining relationships with peers, which will need additional adult support • The child shows some inappropriate social interactions (in relation to their developmental stage), which may include physical contact • They may appear hesitant or lacking in confidence, which impacts on how they access the learning environment and social times • The child displays difficulty in remaining calm when faced with everyday challenges, and this may impact on their emotional wellbeing • Adult modelling and scaffolding is required to support the child manage and regulate their emotions • The child requires additional adult support to use visual supports to follow setting routines and prompts to remain on task • Telephone/virtual consultations for unnamed advice and guidance from an Early Years Emotional Wellbeing and Behaviour Specialist – consultations will be offered to TAB trained settings only, unless a child is displaying new, dangerous behaviour (including significantly withdrawn behaviour) or is new to the setting and displaying dangerous behaviour • Early Years Advice Line (01442 453920 Wednesday 9am -12pm and Thursday 1pm - 4pm) open to families and settings not yet TAB trained or requiring immediate advice (anonymised advice for practitioners at settings) • ‘Drop in’ sessions for families requiring support for concerns regarding emotional ▪ Family ▪ Practitioner(s) in Early Years setting ▪ Healthcare professional (e.g. Health Visitor) ▪ Inclusion Development Officer/Early Years Emotional Wellbeing and Behaviour Specialist ▪ SEND Champion at local Family Centre (see ‘SEND SAS Offer for Children in the Early Years’ p.20 for further information) Referral Processes ▪ No referral necessary for Early Years Advice Line ▪ Booking required for ‘drop in’ sessions – contact link Early Years Emotional Wellbeing and Behaviour Specialist via email ▪ Contact link Early Years Emotional Wellbeing and Behaviour Specialist to book consultation SEND SAS Intervention ▪ Early Years Advice Line – standalone advice. Early Years settings should include guidance given in the child’s SEN Support/Tab planning documents. Advice given is recorded on electronic database in the child’s record (parental advice) or setting record, to provide continuation of advice where necessary ▪ Telephone/virtual consultation – Early Years Emotional Wellbeing and Behaviour Specialist will record advice given on pg. 41 • The child may require adult encouragement to remain engaged in play activities and remain focused during adult led tasks • The child needs adult support to transition from child chosen play to adult led activities or routines wellbeing and behaviour electronic database, to provide continuation of advice where necessary ▪ ‘Drop in’ sessions - advice given recorded on electronic database under the child’s record, to provide continuation of advice where necessary. Families may book an additional appointment in the following term/half term to review progress Tier 3 • The child is working below age appropriate chronological developmental learning phase for Personal, Social and Emotional Development (PSED) • The child shows considerable difficulty in developmentally appropriate turn taking/sharing and participation in group activities • They demonstrate considerable difficulty in building and/or maintaining relationships with others, which may lead to isolation and/or conflict • The child expresses emotion, (fear, frustration, excitement etc.) wants/needs through inappropriate physical contact, possibly causing non-deliberate harm to others • The child has considerable difficulty in managing and regulating emotions, even with consistent adult support • The child demonstrates an inconsistent ability to risk assess their own safety, which may cause them to be overly cautious or have minimal awareness of danger • For TAB trained settings: in setting modelling and guidance from Early Years Emotional Wellbeing and Behaviour Specialists, to support and embed practice and ethos where practitioners/other professionals have highlighted difficulties or concerns. • Concerns may be related to an individual, unnamed, child or cohort/whole setting practice Who Identifies Need? Early Years Emotional Wellbeing and Behaviour Specialist Practitioner(s) in Early Years setting ▪ Inclusion Development Officers or other professionals working with Early Years settings (e.g. HfL Early Years Advisors) Lead Teacher/Specialist Advisory Teacher Referral Process A single service request should be completed (see ‘SEND SAS Offer for Children in the Early Years’ for further information) The referrer should request support from ‘Early Years SEND’ and should note the ‘reason for request’ as ‘Tier 3 Emotional Wellbeing and Behaviour Support’ Settings will need to ensure that they have attended TAB training and Emotional Wellbeing and Behaviour supervision groups before a referral is made, unless they are able to evidence that a child/children are displaying new, dangerous behaviour or have a new cohort pg. 42 • Child sometimes displays behaviours that could cause harm to self, as an emotional response to an overwhelming or anxiety provoking situation • The child becomes overwhelmed often, requiring planned adult intervention and support • The child demonstrates ongoing separation difficulties with primary caregiver or key adults • The child, when overwhelmed, may withdraw from activities or the learning environment • They display considerable difficulty following setting routines e.g. difficulty coping with boundaries, difficulty during transitions, difficulty in coping with changes in routine/staff etc. displaying particularly difficult or dangerous behaviour Settings will need to evidence that they have participated in a consultation with an Early Years Emotional Wellbeing and Behaviour Specialist, for support related to an unnamed child. Evidence of the strategies being implemented should be sent with the service request (APDR/TAB planning documents) SEND SAS Intervention • Initial support - three visits to the setting by an Emotional Wellbeing and Behaviour Specialist; initial assessment with outcomes, advice and actions, followed by a second visit to review progress and offer time for modelling, support and/or guidance. The last visit will assess progress towards outcomes and give final advice and guidance. After review, and in discussion with the Specialism Lead for Early Years, a decision will be made to offer additional visit(s)/support or end the episode of intervention. Tier 4 • The child is working significantly below age appropriate chronological developmental learning phase for Personal, Social and Emotional Development (PSED) ▪ Setting visits, to a named child, by an Early Years Emotional Wellbeing and Behaviour Specialist to Who Identifies Need? ▪ Emotional Wellbeing and Behaviour Specialist/ Inclusion Development Officer ▪ Practitioner(s) in Early Years setting ▪ Area Lead Teacher/ Specialist Advisory Teacher pg. 45 • Child displays a high level of anxiety and has persistent difficulties in remaining calm, this may impact on their emotional wellbeing • Child persistently lacks ability to risk assess their own safety which may cause them to be overly cautious or have little regard for danger • The child is extremely vulnerable and there may be additional safeguarding issues • Child expresses emotions, wants/needs through persistent, significant incidents of anti-social interaction and non-deliberate harm to others; which may put their nursery/setting placement at risk; this will put their placemnt at risk dangerous behaviour (including significantly withdrawn behaviour) or is new to the setting and displaying dangerous behaviour ▪ Emotional Wellbeing and Behaviour Specialists may suggest Tier 3/4 support as a more appropriate option at this point ▪ If Tier 5 support is considered appropriate, the practitioner should submit a Single Service Request (see ‘SEND SAS Offer for Children in the Early Years’ for further information) including ‘triage assessment’ information pg. 46 Appendix 6 – Glossary of terms and acronyms Academy Academies are publicly-funded schools that are not maintained by the Local Authority AEN Additional Educational Needs AET Autism Education Trust AP Alternative Provision, e.g. PRU, ESC CAMHS Child and Adolescent Mental Health Service CDC Child Development Centre CCG Clinical Commissioning Group CLA Children Looked After CPD Continuous Professional Development CS Children’s Services CYP Children and Young People DfE Department for Education DSPL Delivering Special Provision Locally EHCNA Education, Health and Care Needs Assessment EHCP Education, Health and Care Plan EHM Early Help ESC Education Support Centre (also known as PRU or AP) ESMA Education Support for Medical Absence EY Early Years EYAG Early Years Action Group EYSDC Early Years Specialist Development Centre FE Further Education FF Families First Free School Free schools are a type of academy HCC Hertfordshire County Council pg. 47 HCS Health and Community Services (Adult Care Services) HFL Herts For Learning HLTA Higher Level Teaching Assistant HWB Health and Wellbeing Board ISL Integrated Services for Learning LA Local Authority LD Learning Difficulty LSP Local Schools Partnership Maintained A school or setting that is publicly funded MASH Multi Agency Safeguarding Hub Ofsted Office for Standards in Education PALMS Positive behaviour, Autism, Learning disability and Mental health Service PBS Primary Behaviour service PRU Pupil Referral Unit (also known as AP or ESC) PSP Pastoral Support Plan PVI Private, voluntary and independent – early years settings funded through a combination of grant and fees SALT Speech and Language Therapy SAT Specialist Advisory Teacher SEMH Social Emotional Mental Health SENCO Special Educational Needs Coordinator SEND Special Educational Needs and Disabilities SENDIASS Special Educational Needs and Disabilities Information Advice and Support Service SLCN Speech, Language and Communication Needs SLD Severe Learning Difficulty SpLD Specific Learning Difficulty YC Herts Formerly, Youth Connexions