Support Sequence for Vulnerable Pupils

Support Sequence for Vulnerable Pupils

Level / Parents/Carers / Pupil / Class Teacher / Additional School Support / Possible Agency Involvement / RESOURCES

Initial Cause for Concern

EARLY INTERVENTION /

1.1

/ Informal chat / Private meeting with class teacher.
School based target sheet (e.g. smiley faces) is explained
Tracking behaviour sheet to refer to behaviours
Incentives are clarified. / Reflect upon classroom practice & provision
Use Checklist for Positive Classroom Context & Checklist for Inclusive Teaching
Arrange a meeting with the pupil as soon as possible after the event
Check other sources for further information – SENCO
Record / begin Chronology of Action.
Arrange discrete support based upon pupil’s perception of difficulties.
Begin Target Sheet to identify times / triggers – use this as part of reflection process with pupil at the end of each day.
Use incentives that are part of normal classroom procedure. / SENCO provides relevant information for class teacher. (E.g. Identified Need Grid)
Keyworker offers appropriate support
e.g check in/out circles
targets
Inclusion /SENCo or
LBP may assess need e.g. poor attendance/specifics
Consideration for a Nurture placement / Pupil Welfare Officer may be notified

Responds positively to intervention

Receive ‘good news’ letter informing them of their child’s achievement / Meeting with class teacher
. / Use the Target sheets during a meeting to demonstrate the pupil’s achievements.
Agree upon whether or not the pupil requires their targets to keep ‘on track’.
Celebrate the success – letter home/star of the week/special in-class activity/Revoe Reward.
File CoA and inform SENCO of progress
Level / Parents/Carers / Pupil / Class Teacher / Additional School Support / Possible Agency Involvement / RESOURCES

Continuing cause for concern

SCHOOL ACTION / 2.1 / Invited to attend meeting with CT
Telephone call
Letter/text / Informed of planned meeting / Arrange meeting with parents/carers.
Ensure evidence of action on individual Support Sequence for Vulnerable Pupils – completed
Inform AMW/JS of pupil moving to Level 2.
Begin Provision Map - to include Behaviour Target/s / SENCO tracks against existing Provision Map
Places pupil on SEN Register
AMW/JS alerted to pupil’s increased support requirements.
Keyworkerinitiates ‘smiley chart’
2.2 / Meet with CT to discuss child’s needs contribute /agree to Provision Map.
Inform school to additional needs if requiring outside agency support/
changes in home circumstances / Participate in
meeting/ contribute/
agree provision
map. / Explain smiley chart as behaviour tracking system.
Complete Provision Map with input from pupil and parent.
Agree nature of school/home contact ALSO set review date. (4 -6weeks)
Update COA
Share smiley chart & target/s with all involved, clarifying role re-completion of smiley chart facilitating appropriate differentiation of tasks etc.
Agreed strategies must be consistently used.
Include Individual Support Plan as part of Daily record
Provision Map file should be accessible in every class/planning diary to ensure use as working documents. / AMW/JSmay become involved if outside agency support is recommended.
Requests for support/assessment may be sent by AMW/JS or member of staff with responsibility for activating outside agency involvement
E.g BEACH PLUS funding-FSES
EWIST-AMW
Level / Parents/Carers / Pupil / Class Teacher / Additional School Support / Possible Agency Involvement / RESOURCES

Responds positively to intervention

Attend review meeting with CT.
Participate in contributing to/agreeing new target/s if appropriate. Receive feedback re. outside agency involvement, if appropriate / Participate in review meeting
Contribute to changes on Provision Map / Lead review meeting with parents/carers.
Celebrate progress.
Agree upon level of support / fresh target/s required to maintain progress.
Update Chronology of Action. / AMW/JS will be informed if outside agencies are involved / May attend review, if appropriate – to feedback information directly to parent/carer.
Level / Parents/Carers / Pupil / Class Teacher / Additional School Support / Possible Agency Involvement / RESOURCES

Does not respond positively to interventions

SCHOOL ACTION / 3.1 / Receive reminder of review date from CT
Telephone call
Letter/text / Participate in completion of Behaviour Checklist if appropriate / Collate pupil information –
Chronology of Action
Provision Map
smiley chart
Complete Behaviour Checklist
Meet withAMW/JS, prior to the review, to discuss/analyse the information in order to identify antecedents (triggers) or patterns in the pupil’s behaviour.
Agree upon possible action or adjustments to the level of support required to effectively manage the behaviour.
Update COA. / AMW/JS alerted to decline in behaviour
AMW/JS supports CT – advises on appropriate targets and clarifies level of teacher support available, if necessary.
3.2 / Attend review meeting with CT.
Describe current behaviour at home / sanctions & strategies used. / Participate in meeting
Report back to parent
Suggest how best you may be supported
Contribute to P.M. / Lead review meeting with parents/carers.
Describe reasons for continuing concern using COA/smiley chart to demonstrate changes in behaviour / frequency of incidents etc.
Use the Provision Map to show what the school has done to support their child.
Ask how the pupil has been at home and if there are further ways that school can provide support.
Complete Provision Map No.2.
Clarify consequences if behaviour improves / does not improve.
Increase level of contact with parents.
Set review date.
Update COA / AMW/JS may become involved if outside agency support is requested.
Other agencies may
receive requests for
support/assessment.

Support Sequence for Vulnerable Pupils

Level / Parents/Carers / Pupil / Class Teacher / Additional School Support / Possible Agency Involvement / RESOURCES

Does not respond positively to interventions - continued

SCHOOL ACTION / 3.3 / Continue Daily Record using revised targets
CONSIDER CYCLE REVIEW OR MOVE TO SCHOOL ACTION PLUS / AMW/JS may arrange additional support from Learning Mentor
e.g small group work to be organised with ELSA/Why Try/anger management
JS/AMW will observe pupil & evaluate level of provision / Consider seeking general (verbal) advice from -
School Nurse?
Social Services?
EWIST?
Family Liaison Worker?
Family tracking
S&LT
Responds positively to interventions
Attend review meeting No.2
Participate in agreeing new target/s if appropriate.
Receive feedback re. outside agency involvement / Participate in review meeting No.2
Contribute to changes on Provision Map. / Lead review meeting No2 with parents/carers.
Celebrate progress.
Agree upon level of support / fresh target/s required to maintain progress.
Update Chronology of Action. / May attend review, if appropriate – to feedback information directly to parent/carer
Level / Parents/Carers / Pupil / Class Teacher / Additional School Support / Possible Agency Involvement / RESOURCES
Does not respond positively to interventions
SCHOOL ACTION + / 4.1 / Receive reminder of date for review No. 2
Provide consent for CAF/PSP / Informed of planned meeting / Before review No.2, collate & analyse pupil information.
Write succinct evaluation
Copy report to JS/AMW
Discuss need to broaden support levels with JS/AMW.
Discuss whether a CAF/PSP should be initiated
Discuss planning/provision options with JS/AMW / JS/AMW Lead alerted to decline in behaviour
JS/AMW supports CT and authorises appropriate agency involvement.
CAF/PSP collation begins
Learning Mentor/Keyworker contribute to review No.2 / EWIST– consider request for support
Education Psychology Service- consider
4.2 / Attend review meeting No. 2
Agree new targets, parental contribution and sign CAF/ PSP document
Meet relevant staff & professionals / Participate in meeting.
Agree targets and sign CAF/PSP. / Attend review No. 2 / JS/AMW is responsible for arranging & leading CAF/PSP
JS/AMW take on role as Lead Professional for CAF/PSP / EWIST Case
Coordinator takes on role as Lead Professional for CAF
School Nurse,
Social Services,
Family Liaison Worker - may attend PSP meeting
Level / Parents/Carers / Pupil / Class Teacher / Additional School Support / Other Agency Involvement / RESOURCES
Does not respond positively to interventions - continued
SCHOOL ACTION + / 4.3 / Increased regular contact with CT following review No 2 / PSP
Parental agreement signed / Alerted to increased need to monitor his/her progress
Reminded of positive & negative consequences
SECLUSION EXCLUSION clarified
Pupil signs PSP / Maintain daily contact with parents/carers
Adjust Daily Record Targets in keeping with agreed changes following review meeting No 2 / PSP
Clarify agreed strategies with pupil and support staff
Update Chronology of Action / Parent/carer, CT and SENCO (Provision Map updated) with copy of PSP / Educational Psychologist involvement
EWIST
Level / Parents/Carers / Pupil / Class Teacher / Additional School Support / Possible Agency Involvement / RESOURCES
Responds positively to interventions
Attend review meeting
Participate in agreeing new targets if appropriate
Receive feedback from outside agencies
Celebrate successes / Participate in review meeting
Contribute to changes on Provision map
Celebrate successes / Attend review meeting
Agree continued level of support needed to ensure that progress is maintained
Adjust Daily Record in keeping with updated Provision Map / PSP No 2?
Update Chronology of Action
Celebrate success within class / school context / JS/AMW leads review meeting – completes PSP No 2?
All information passed onto relevant staff
Learning Mentor/Keyworker sustains level of success through 1-1 or small group work