Haybrook and Littledown SEBD Outreach Service (SEBDOS)

Annual Report

Facts and Figures Summary September 2013 – July 2014

Contents

  • Core purpose
  • Overview
  • How is SEBDOS funded?
  • What does the team do?
  • What is provided within the core service?

Leadership & building capacity

Supporting staff & professional development

Supporting pupils & their families

Primary Pupil Training Centre

Secondary Outreach Support

Nurture Groups

  • How effective is SEBDOS in achieving its aims?

Feedback from school evaluation forms

Evaluation of individual and group work

Data regarding permanent and fixed term exclusions

Training provided by SEBDOS

  • Evaluation of programmes delivered for early intervention and prevention:

Staff Training

Team Teach

Parent Workshops

Holding Hands Programme

Anti-bullying

E-safety

  • Conclusion, Challenges and Priorities

Core Purpose

The purpose of the service is to enable all pupils with social, emotional and/or behavioural needs to have access to the appropriate support they need to raise achievement and prevent exclusion from school. The service aims to support schools to:

  • Maintain a low percentage of permanent and fixed term exclusions compared to the national average
  • Maintain high levels of pupils with SEBD needs in mainstream schools and with attendance at the same level as their peers
  • Ensure that all pupils referred are provided with support and/or placed in appropriate settings within a reasonable time frame

Overview

The SEBD Outreach Service includes high quality and experienced practitioners from a range of professional backgrounds. Individual staff members have specific expertise relevant to work with early years, primary and secondary aged pupils with social, emotional and behaviour difficulties. They work with pupils in both mainstream schools and specialist provision.

The team offers bespoke advice and consultation to school staff. It also offers support and training for teachers and teaching assistants around managing social, emotional and behaviour difficulties in the form of individual or group support. The work of the team is focused on early intervention and the prevention of crises for children, their schools and families.

The service will evaluate impact and efficiency using performance indicators and through regular feedback.

How is SEBDOS funded?

The service is funded in a number of ways: de-delegated funding for maintained schools, early years and high needs DSG funding and academies and free schools buying in a package of hours. De-delegated funding is determined by a funding formula based on the numbers of low attaining pupils and those eligible for free school meals. Above the determined level, extra hours can be purchased for an additional charge. In September 2014 a new funding and pricing structure will be in place. Maintained schools will continue to de-delegate and receive a number of hours according to the sum de-delegated and academies and free schools will be offered the opportunity to buy in a proposed package based on their previous usage.

What does the team do?

Team Member - / Main duties
Manager for SEBDOS – FT / Manage SEBD Outreach Service, attend Therapy, PEAR and Behaviour Panelsand participate in Early Help Operational Group and CAMHs Partnership Board. Deliver staff and pupil training including Team Teach. Provideteacher mentoring and strategic agendas
Senior Admin Officer - 31 hours - FT / Co-ordinate SEBDOS administration, support team and manager, co-ordinate Urgent Professionals Meetings, log and trackSLA figures and usage
Social Work Team Leader for Child & Family Work - 0.6fte / Line manage and provide supervisionof child and family work cases. Provide direct intensive work to families.Advice and guidance to school staff. Delivery of training.
Family Link Worker –0.7 fte / Family casework and intensive family support. Delivery of training.
Behaviour Support Teacher – 0.6 fte / Co-ordinate Holding Hands project for parents with children aged 2 to 6 years. Support and advice for schools. Line manage and supervise Outreach Workers and delivery of a range of training in nursery and primary schools.
Outreach Workers including Holding Hands project –2 x FT, 2 x 0.8, 1 x 0.6 fte / Provide individual classroom support and small group work for pupils at risk of exclusion. Training for TAs, delivery of pupil workshops, Team Teach tutors and Holding Hands delivery. Provide support for PPTC and HPTC.
Inclusion Project Co-ordinator - 0.8fte / Line manage and provide supervision for Inclusion Mentors. Co-ordinate Team Teach, Anti-bullying work, inclusion projects such as peer mentoring, restorative interventions and delivery of training. Delivery of programmes at HPTC.
Inclusion Mentors – 2 FT / Provide individual mentoring for vulnerable pupils and small group work at primary/secondary school. Transition work and Team Teach delivery. Delivery of pupil workshops and support for PPTC.

What is provided within the core service?

Leadership & building capacity

  • Providing training and support on the new Ofsted framework
  • Supporting and contributing to self-evaluation
  • Observing and feeding back on lessons
  • Promoting specialist techniques used to assist with improvement planning
  • Providing external validation
  • Evaluate current practice for behaviour and discipline
  • Development of whole school behaviour and discipline policies and practices

Supporting staff & professional development

  • Promote and support good behaviour for learning and progress
  • Work with groups or individual members of staff in managing pupil behaviour
  • Strategic development work with staff
  • Develop and support for establishing and running nurture groups
  • Modelling good practice through intensive outreach support
  • Training in behaviour management
  • Mentoring to challenge and support

Supporting pupils & their families

  • One-to-one or group interventions
  • Observing pupils to provide evidence for SEN or other referrals
  • Mentoring of pupils at risk of exclusion
  • Supporting re-integration of excluded pupils or those missing education
  • Strategic link between home, school and other agencies
  • Child and family assessments
  • Multi professional work
  • Access to a range of support co-ordinated through Behaviour & Therapy Panels
  • Contribution to multi–professional assessment
  • Parenting programmes

Primary Pupil Training Courses

  • Three week full time, off site courses for a discrete group of pupils referred by mainstream schools. Two pupil places per year at no extra cost if bought into core offer - thereafter a reduced rate per person per week is made

Secondary Outreach Support

  • Guaranteed access to heavily subsidised HPTC & Momentum courses

Nurture Groups

  • Up to a 4 term intensive programme (off site) for Key Stage 1 pupils

How effective is SEBDOS in achieving its aims?

Data from SEBDOS annual questionnaire to schools

Schools rated outcomes from SEBDOS input overall for academic year 13/14:

Extremely useful

/ Useful / Satisfactory / Not useful
61% / 34% / 4% / n/a

Schools were asked if they had any further comments regarding outcomes:

  • The support from the senior leaders is highly beneficial
  • The way we work with SEBDOS is really improving!
  • A very effective and needed service
  • The service is very approachable, helpful and interested in working as a team
  • We have had some positive feedback from the PPTC course. The support for 1:1 pupil was invaluable
  • We have had a lot of concerns in our school recently regarding behaviour and SEBDOS have been on hand to help us out
  • It has enabled the school to access expert advice and support which has ensured that the work done by the staff in school has been consolidated and also further developed. The SEBDOS staff have been very professional and efficient both in their administration and content delivery
  • SEBDOS have been very useful to our Pastoral System. Their input has helped us to provide much needed support for some of our vulnerable students
  • Has been extremely helpful when supporting very specific needs/pupils
  • Very helpful support for some of our troubled pupils. They seem to respond to involvement from outside agencies

Schools were asked: Have you experienced any changes in the way in which the SEBDOS Service has been delivered since April 2013?

  • Our input is asked for and therefore we get a more bespoke package
  • Responses appear to be faster to requests and the process of planning interventions is much better
  • The regular meetings and extra information have been very helpful
  • Changes to the package were noticed and this stretched the school budget
  • It has been good to have the visits fromthe Service Managerand feel we can call on her for advice andthen be signposted to the different areas of support that are offered
  • The service is much better now and communication is a lot better
  • There has been an improvement in communication between ourselves and SEBDOS, but we still have concerns over the value of feedback and the impact of the work from key workers
  • The lines of communication for the various services have changed but it has meant that channels of communication to access the appropriate services have been clear and easy to use. Follow ups to initial approaches for the various services have been quick and efficient
  • Service now feels much more “personal” and bespoke
  • Discussions and support have been positive and helpful
  • Very streamlined and easy to co-ordinate

Schools were asked: Have you found the termly SLA strategic planning meetings useful? If not what would you like instead?

  • It is extremely useful
  • I found my meetings withthe Service Manager extremely informative and useful. Shehelped me to get to know the services on offer and helped me to plan potential support we needed as a school to support children and parents
  • Definitely good to have a quality conversation
  • Useful but would also like regular updates on hours used
  • Very useful to plan ahead and consider different needs
  • It enabled us to consider the really important and relevant areas with which SEBDOS could provide support and advice

Schools were asked: What are the most important aspects of the Service for your school plus any other comments?

  • The one-to-one support that certain staff provide and the flexibility of these staff
  • Working with us and our identified needs
  • Supporting children’s behaviour through home visits by the Family Links Workers and parent’s support and Inclusion Mentors
  • 1:1 mentoring/coaching and transition work
  • Training and support
  • Additional support for supporting behaviour
  • Links to develop partnership approach to dealing with Child Sexual Exploitation
  • Supporting children’s transition into Secondary School
  • The accessibility, the knowledge, advice and moral support for our staff
  • Working with teachers to support children with behavioural needs and giving supportive advice
  • The ability to call on experts who can deliver support, content and advice particularly on topics that are very current – cyber bullying and e-safety for example.
  • SEBDOS working alongside parent and young people at home and providing vital information regarding potential/actual issues
  • Advice to Pastoral managers and SSM’s. Attendance to MAM, TAC, Annual Reviews and Pastoral Support Meetings
  • Safe adult to probe issues with
  • Support for a complex cohort of young people
  • Range of services, skills and training offered
  • Having a named contact to call for advice and support. The variety of services on offer is useful
  • Prompt service/advice and quick access

Schools were asked: What are your priorities for work with pupils, which SEBDOS can help facilitate, in the coming year?

  • Child Sexual Exploitation, behaviour and anger management
  • Staff training
  • Group work with students, continuation of teacher behaviour training programme and Twilights
  • Continuation of 1:1 mentoring/coaching and transition work. Accessing children and family counselling, Exploring possible parent workshops
  • Positive play, conflict resolution ideas
  • To reduce exclusions by providing additional behaviour support programmes to re-engage pupils
  • Social skills support in home and school. Intervention/support for specific individuals, transition support for year 6 pupils
  • Possibly whole school work/assembly re low level arguments
  • Providing support for parents in managing behaviour at home
  • Holding Hands
  • Improving the attainment of high profile SEBD students who are underachieving and at risk of exclusion

And, what are your priorities for staff training and development, which SEBDOS can help facilitate in the coming year?

  • Individualised programmes and managing low level disruption
  • E-safety training for staff and parents
  • Enhance staff understanding of CSE and integrate it into safeguarding protocols
  • Possible Team Teach update/advice for specific year group dealing with high tariff child
  • Up skilling TAs and new staff members
  • Lunchtime controller training
  • Cyber bullying, friendships and dealing with conflict and bullying
  • Sharing strategies with teachers on how to support high profile SEBD students in a mainstream classroom who are at risk of an exclusion or underachieving
  • Nurture support and support for those children affected by domestic abuse

Examples of feedback on individual work:

Feedback on child who had been having attendance issues. AFamily Worker became involved with this child to work on her attendance issues from half term 3 onwards:

Feedback on child who needed support from an Inclusion Mentor as his grades were poor in class. Our Inclusion Mentor started work with this child in class and during lunchtimes from December 2013 until he took his SATs:

December 2013 / Target / SATs 2014
Reading / 2A / 3B / 4C
Writing / 2A / 3B / 3B
Mathematics / 2B / 3C / 3B

Feedback from Slough schools and parents to SEBDOS staff:

… this is a very good report, I enjoyed reading it. ….. thanks for all your support and hard work.

“Thank you for getting me (team member name); it is the best thing that has ever happened to me”

“……. (team member name) was just the right person at the right time. Xxxx was not going to school at all and was an anxious school refuser. He is now attending almost every day and is due to go back to a full timetable next school year.”

“I spoke to (name of teacher) this week and we concluded that the help given by (two team member’s names) was invaluable to both the school and to the xxxx family. I do not believe that xxxx would have made the improvements he has, and may well have travelled in the reverse direction had this support not been available.”

“It has been good to work with you and I admire the skills (two team members names) put into developing troubled young people.”

“Excellent, very good advice….”

“Knowing what (team member name) is capable of achieving, I believe that she will start to unpick the issues that xxxxx is experiencing and she will provide ways in which she can deal with them.”

Two SENCOs from Slough schools expressed how pleased they were about how (team member name) managed to make contact and then visit a particularly difficult, disengaged parent and how well they felt the work had gone

Individual Referrals to SEBDOS during Academic year September 2013 – July 2014

Male / Female / Totals
EY / 10 / 7 / 17
KS1 / 22 / 1 / 23
KS2 / 65 / 13 / 78
KS3 / 18 / 25 / 43
KS4 / 6 / 14 / 20
Totals / 121 / 60 / 181

Pre and Post Targets

The graph below shows averaged results from Pre and Post Target sheets supplied to Children, Parents and Schools. This indicates their perception of the particular problem before any input from SEBDOS (1 indicating a negativesituation with 10 regarded as being a positive one). This is then repeated for the “post” scores once SEBDOS have ended their piece of work.

Number of Exclusions from Slough Schools 2013/2014

Primary / Secondary
Permanent / Zero / Zero
Fixed Term / 67 / 378

Bespoke Training delivered by SEBDOS

Attachment training / E Safety Workshop Yrs 1 & 2 / Relationships Workshop Yr 10
Anti Bullying workshop Yr 6 / E-safety assemblies all years / Restorative Intervention
Behaviour for Learning - Yr 5 staff / Friendship Workshop Yr 10 / Restorative Intervention Intro
Behaviour for Learning KS1 / HPTC workshop / Social Media - Cyber bullying
Behaviour for Learning KS2 CT / Low level disruption training / Staff mentoring
Anti - Bullying Workshop Yr 7 / Lunchtime Controllers review / TA training
Circle time overview / Lunchtime controllers training / Team Teach
Circle Time training / NQT Behaviour Management / Team Teach Catch Up Day
Cyber bullying training / Parenting Workshop / Training on Neglect
DWAGES Workshop Yr 7 / Peer Mentor training / Understanding & Managing ADHD
E Safety Parenting Workshop / Lunchtime Supervisors Behaviour Management
Evaluation of programmes delivered for early intervention and prevention
Training evaluations of courses delivered by SEBDOS staff
NQT Behaviour Management (Understanding & Managing Common Behaviour Issues)
86% of attendees said that they found the training to be “very useful.” Commentsreceived were,
“great tips to use as soon as I go backinto the classroom” and “very good at encouraging me
to reflect upon my practice and allowing me topinpoint where to improve.”
NQT Behaviour Management (Understanding the Background to School Behaviour)
83% of attendees rated the course leader’s knowledge and skill as “very useful.”
Understanding & Managing ADHD
75% of attendees found this training “good” whilst 22% found it “excellent.”
Lunchtime Supervisors Behaviour Management
50% of attendees found this training as “excellent” and 50% found this “very good.”
Attachment training
84% of attendees rated the trainers as 5 out of 5 for their knowledge of the subject
Peer Mentor training
50% of the attendees found the course “very helpful” and the remainder said it was “useful”.
Comments included “I now know how to engage with younger people when they are talking
about problems/issues”and “it has taught me key skills to do the job correctly”,

Team Teach – Overall Summary Evaluation September 2013 – July 2014