What do schools need to have in place NOW to meet this part of the offer?

Schools should:

• Ensure their current arrangements are effective in identifying children or young people in need of support in a non-stigmatising way and review them regularly (annually) to assess impact. This would include identification of emerging emotional distress and health needs.
• Consider how services provided by the Children’s Strategic Partnership can contribute to other parts of the core offer e.g. ‘parenting support’ and the ‘varied menu of activities’ and through the curriculum where appropriate.
• Use the guidance provided by the LA to signpost adults to services which are directly accessible where there is an obvious need and where there is a willingness to receive services.

What do schools need to plan have in place by 31/12/08 to meet this part of the offer?

Schools should:

Be proactive in using the CAF to identify needs and ensure that any interventions/referrals are appropriate in accordance with the Local Authority plan for CAF rollout.  Schools may have staff trained to use the CAF or will have access to those who can.  They should use internal expertise (from SENCOs, school nurses etc) as well as support from other services if necessary to aid identification.

Ensure that, where problems are identified, any support that can be provided within the school to address the child’s need, with on going guidance from other services if necessary, is in place (e.g. through primary or secondary SEAL programme).  They should support young people in accessing support directly (e.g. drop in provision) but at all times respect the choice of young people to receive support in this way or through other routes.

Ensure that, where interventions are needed directly from other services, someone (a ‘named individual’) within the school retains clear responsibility for liaising with that service; ensures the impact of the intervention is monitored and takes more steps if necessary; and liaises with the child’s family to discuss the initial referral and subsequent progress/further interventions where appropriate.  Agreed timeframes for referrals should be communicated clearly to children and parents.  The named individual is the school link, but is not necessarily the lead professional.