Inclusion Guidance Handbook – Assisting schools to help manage challenging behaviours and support staff to

increase inclusion and decrease exclusion

The significant challenges faced by schools currently are recognised by all. This guidance is to signpost educational professionals to the resources available to help manage challenging behaviours of ALL pupils (regardless of SEN

status) effectively. The main premise being to increase a greater understanding of the triggers and appropriate responses for the whole school community. Inclusion done well is the responsibility of ALL staff:

As such the aim being to empower staff to build on existing knowledge and practices for the purposes of developing a robust, pro-active inclusive approach. It is widely accepted that prevention is better than cure and this guidance is to promote consideration of best practice wherever possible.

All resources within this handbook are documents that should already be familiar to you. It is hoped that by providing these within one guide, it will allow you ease of access and a consistent stance across the district. By adopting a shared, collaborative understanding of process and needs of the child, it may be achievable to provide our pupils with an effective pathway without causing further disengagement to their education or disruption to the education of others.

This guidance is not designed to be used sequentially but according to your professional judgment. The recommendations can be considered as and when particular behaviours are displayed and depending on wider concerns you may have i.e. quality first teaching, training needs, environmental and/or social factors. It may be that particular elements are repeated or re-evaluated throughout. The majority of links and appendices included are not statutory but will support you with the implementation of the statutory process surrounding exclusion. (Appendix 7 – Flow Chart for Best Practice when taking the decision to exclude)

However, it is of course also recognised that despite a wealth of support being implemented and/or offered, some behaviours do warrant the most severe sanction available to Headteachers, this being exclusion. Therefore as a final strategy in managing such behaviours, this

guidance provides advice when faced with taking the decision to exclude to ensure each incident is considered in line with DFE legislation – that being the decision is reasonable, proportionate, fair and legal.

Acknowledgement given to Maidstone STLS and Inclusion Service for the Appendices provided.

Statutory Processes

Adherence to following Department of Education guidance on SEN and Exclusions

DfE Guidance www.gov.uk/government/publications/school-exclusion

Recommendation Rationale and Resources

Universal Consideration reference to Toolkit for Inclusive Practice in Schools

Focus on Quality First Teaching (Mainstream Core Standards)

Consider any whole school or team training needs cross referenced to MCS teacher audit

Regular staff input to ensure that all staff are aware of consistent behaviour approaches

Toolkit for Inclusive Practice in Schools - to be published by the LA (DRAFT currently)In line with the Code of Practice, all class teachers are responsible for the SEN pupils in their classroom. Teachers should plan and prepare high quality teaching, differentiated for individual pupils and is the first step in responding to pupils who have or may have SEN. See Appendix 1

The Mainstream Core Standards (MCS) can steer teachers to support their pupils. The MCS reflect the 4 broad areas of need: communication and interaction, cognition and learning, social, emotional and mental health difficulties; and, sensory and/or physical needs. The documents are intended to ensure the most appropriate intervention for an individual so that they can make progress both in their well-being and attainment at school, and to evidence school's best endeavours. www.kelsi.org.uk/special-education-needs/special-educational-needs/the-mainstream-core-standards

Schools should regularly audit the knowledge that all staff have concerning many aspects of SEN. The results will assess which training SLT/SENCO should prioritise for their staff www.kelsi.org.uk/__data/assets/word_doc/0006/56526/MCS-Class-teacher-

Staff Wellbeing – consider membership to Staff Care helpline and/or Wellbeing Toolkit 2 training

audit.docx#Class%20teacher%20Audit www.fiveacrewood.co.uk/training-opportunities/

Staff Wellbeing Schools should ensure that all staff feel valued and supported. Opportunities for de-brief, reflection and review after incidents are vital in this process. If more support is required, schools should signpost their staff to the confidential support line www.kelsi.org.uk/hr-and-training-for-staff/managing-staff/managing-staff-issues

Wellbeing Toolkit 2 - A Nurture Group Network publication to give advice, support and training to schools in a proactive manner and set up systems of support that ensure wellbeing within a supportive and nurturing context www.nurturegroups.org/publications/programmes/wellbeing-toolkit-2

Recommendation Rationale and Resources

Universal Consider the use of the

Environment Checklist

Robust Behaviour and SEN policies which are reviewed, monitored and consistently adhered to by all staff

Whole School Approach to students with SEN and/or presenting with challenging behaviours.

Open Access to Youth Workers, Children Centres, Health Practitioners

Environment checklist – This should be completed by SENCO or SLT to ensure that the classroom environment is a nurturing, inclusive environment for all learners. Class teachers, following the Code of Practice guidelines, are responsible for all SEN learners and should provide suitable learning opportunities and the necessary resources to underpin a positive learning experience. See Appendix 2

SEN /Behaviour policy School’s behaviour policies must be regularly reviewed. Schools have a duty to change policies and practices in line with the expectation of ‘Reasonable Adjustments’. When concerns arise about a pupil’s behaviour, considerations are required to identify if there are any casual or environmental factors and/or are an indication of unmet needs. Compliance with statutory duties in relation to SEN is essential when administrating the exclusion process. This includes having regard to the SEN Code of Practice and the Equality Act of 2010 (behaviour policy recommendation, Appendix 9)

Open access Work delivered through Open Access i.e. Youth hubs and Children’s centres is able to promote Social and Personal development of young people and ensures greater prevention as early as possible to ensure wellbeing for all. It also forms an essential part of a support package for cases stepped down from SCS to ensure improvements are maintained without the necessity for

Consider all transitions to be a possible trigger for challenging behaviours. Schools to work closely with receiving school to ensure that all the necessary information is communicated

formal long term case work.

Children Centres - www.kelsi.org.uk/support-for-children-and-young-people/childrens-centres Youth Hubs - www.kelsi.org.uk/support-for-children-and-young-people/youth-hubs Early Help - http://www.kelsi.org.uk/earlyhelp

Transitions Any educational or social change can cause upset and may trigger anxieties leading to challenging behaviours. Schools must be aware that even the slightest change can be massive for some children. For KS2/3 transitions, Teachers, SENCOs, SLT should plan, prepare and work closely with parents, external agencies and relevant staff in the new school, organise transition meetings preparing the pupils as much as possible for any imminent change. It is also important recognise that transitions can be take many forms i.e. new TA, new pupil in the class, change of home address, change of family circumstances and could be seen as a ‘loss’ for some pupils.

Recommendation Rationale and Resources

Assess, Plan, Do

and Review

Focus on ABC charts to record positive and negative incidents

Use of Targeted or Individual Behaviour Plan (e.g. Report Cards)

Complete Boxall profile – communicate to all relevant staff the areas that require support and targets that will be actioned. Allow

Keeping a record of incidents using an ABC chart can help us identify any patterns/causes for the behaviours. Triggers, environmental, sensory issues and other factors can be noted to identify links that reveal or aid understanding of the function that a particular behaviour serves for an individual. See Appendix 3

Individual Behaviour Plans – a school-based document designed to assist individual students for a short, fixed time. Expectations and the support planned for the student should be clearly defined demonstrating the commitment of the school to the student's wellbeing needs. Previously unknown causes or triggers of problem behaviour may be identified while gathering information and writing the plan, issues can then be effectively addressed. Boundaries, consistency and consequences should be clear for the student, reducing the need for punishment and in turn reducing stress for teachers. An IBP can be different to a PSP (the latter which is often used as a precursor and supports a RTT – see targeted support). An IBP is often the preferred plan for those on the EHCP pathway and a PSP is an ideal plan for all others at risk of exclusion without identified SEN.

The Boxall Profile can be used to assess a pupil’s social, emotional and behavioural development. It should be completed by staff who know the child

sufficient time to embed new skills

Consider the ‘Responding to behaviours’ document

and young person best. The Profile can identify the levels of skills the children and young people possess to access learning. Many children in school are insecure about their worth, often not able to articulate their feelings. Pupils may withdraw or act out challenging/physical behaviours, achieving much less than they could, and find making relationships difficult. Whatever the behaviour, the result is that they do not get positively engaged in education. Teachers can use the information from the Profile to understanding what lies behind these behaviours and can help staff to become more confident in managing SEMH behaviours. https://boxallprofile.org/

Responding to behaviours Staff can use this document to identify the presenting challenging behaviours, the possible triggers and patterns in order to devise a plan for consistency of approach and responses which will reduce the child’s ability to manipulate staff and/or situations See Appendix 4

Recommendation Rationale and ResourcesAssess, Plan, Do

and Review

Consistent use of visuals for structure/routine of the day and scaffolding of learning (Task Management boards)

Emotional Regulation and Wellbeing support

Key Person approach/relationship building

Visual supports – a whole school approach to visuals is necessary to help all learners to access tasks, give information and provide a consistent message. When the pupil is anxious, or needs structure/routine, visuals can provide consistency and allow time for the information to be processed. See Appendix 5

Emotional regulation and wellbeing support – some children with challenging behaviours have little or no ability to regulate their emotions. Tools such as the Incredible 5 Point Scale (www.5pointscale.com / ) or Zones of Regulation (www.zonesofregulation.com/index.html ) can be used to help support the pupils. Pupils are given positive choices/options for ‘what to do if I feel…’ See Appendix 6

The School nurse team can also help support Emotional Wellbeing in schools - https://www.kentcht.nhs.uk/service/school-health/support-for-schools/

Key person approach – many schools will use the key person approach to offer support for the most vulnerable students. There are several benefits to this approach – pupils thrive when they feel secure, wanted and where they ‘trust’ a known adult who meets and greets them from the start of the day, are able to

Possible completion of an Early Help Notification (parental consent required)

Consider requesting advice/support from external agencies/ professionals including raising the pupil’s needs as a query at LIFT

‘drop in’ to see them throughout the day, and is generally attuned to their emotional needs.

Early Help & Preventative Services (EHPS) - http://www.kelsi.org.uk/earlyhelp EHPS aims to target early help services for the most vulnerable children, young people and families with complex needs who require additional and intensive support. The focus being to deliver better outcomes within the home environment alongside a ‘wrap-around’ approach to educational targets and expectations. The service will also make a significant difference in reducing demand for statutory Specialist Children's Services (SCS) and to help step-down SCS cases where it is safe to do so.

STLS/LIFT – A pupil can be taken to LIFT as an anonymous case by way of asking questions to generic support, advice and guidance. At this stage such action could be a worthwhile ‘preventative’ measure to ascertain strategies and methodology used by colleagues in similar situations which have provided positive outcomes that may be replicated within your setting. If tackled early, a formal referral to LIFT for targeted support may be avoided.

Recommendation Rationale and Resources

Consider referral to CAMHS/Paediatrician (due to lengthy waiting lists, it is advisable to refer at earliest indication if such an assessment may be required)

https://www.nelft.nhs.uk/kent- cypmhs-support

If an exclusion is issued, review the incident to support the pupil to get ‘back on track’. What considerations are being given whilst away from school to avoid further incidents?

CAMHS/Paediatrician Schools should be aware of Local guidance and are advised to consider if exploring these pathways would be beneficial at the earliest opportunity. Good practice recommends that schools support parents/carers in this process. When consideration of a possible diagnosis is thought appropriate, a joint decision will often be necessary. If consideration is given at ‘plan and do’ stage, it is more likely that intervention will be implemented when targeted support necessary. Single Point of Access Consultations available on 0300 1234496. Referrals to: nem-tr.kentchildrenandyoungpeoplehealthservices@nhs.net

Exclusions Before taking the decision to exclude a pupil, consideration should be given as to the impact of this sanction. Is the exclusion simply given as a consequence of the action? Is it to provide respite? Have all other strategies been tried? Has regard been given to any safeguarding concerns? Will parents support and adhere to the expectations surrounding the exclusion? Will the exclusion change anything? See Appendix 7

Referral to School counsellor, play/music/art therapist

All exclusions must be submitted via the Digital Front Door on Kelsi:https://kentcc-self.achieveservice.com/en/AchieveForms/?form_uri=sandbox-publish://AF-Process-c9931d57-12a1-49bc-9c7c-32f95775f391/AF-Stagea5e2b3b3-b04d-47a3-904a-0a30e0f87e8a/definition.json&redirectlink=%2F&cancelRedirectLink=%2F

School counsellor – Schools can make their own arrangements to appoint their own counsellors/therapists that can work alongside their Pastoral teams. When considering if therapeutic intervention would benefit the pupil, the advice would be to reflect on age, interests, profile of pupil together with the potential likely reciprocal relationship.

Recommendation Rationale and Resources

Targeted support

STLS/LIFT

Application for possible HNF

PSP/Risk Assessment

STLS/LIFT - A collaborative platform to access advice, support and guidance from Specialist teaching and learning service, EP service and Early Help practitioners. LIFT meetings are Solution Focused discussions that look for positive outcomes to help schools maximise their provisions using existing resources. Meetings can help with signposting and recommendations in terms of Safeguarding, exclusion, and general SEN e.g. EHCP requests

http://www.kelsi.org.uk/special-education-needs/special-educational-needs/partnership- teams/specialist-teaching-and-learning-services-stls

HNF - Pupils with severe and complex needs can receive further funding if evidence can be provided that the pupil’s provision exceeds the Nationally prescribed threshold of £6000 for support with individual applications please contact the High Needs Funding and Monitoring Officers - http://www.kelsi.org.uk/news-and-events/news/primary/high-needs-funding-in-mainstream-schools

PSP - a Pastoral Support Plan (PSP) is designed to help a child to improve their social, emotional and behavioural skills. The PSP will identify precise and

Personalised Plan

Inclusion and Attendance Advisor who may provide advice with alternative measure(s) to exclusion i.e. Managed Move Referral Form – Appendix 13

specific targets for the child to work towards and should include the child and parents in the drafting process. See Appendix 8

A PSP can support pupils who are at risk of exclusion and/or or a Reduced Time Table. If completed robustly it will also serve as a risk assessment to save additional paperwork (this has been confirmed by the LA Safeguarding Advisor).

Personalised Plans - if a pupil receives significant support, a Personalised Plan can be used to help track the effectiveness and impact of the provision provided. This is especially vital when HNF is in place.

IAA - schools and parents can receive impartial support and advice regarding inclusive practices and exclusion processes. This includes legislative responsibilities and statutory obligations. To request inclusion support , please submit a notification to the IAA via the DFD: https://kentcc-self.achieveservice.com/en/AchieveForms/?form_uri=sandbox-publish://AF-Process-d5b6e136-135b-4fda-96fe-036158551d1e/AF-Stageebb4e2d1-348e-44b5-b6a0-d4d39ca4aa22/definition.json&redirectlink=%2F&cancelRedirectLink=%2F

Recommendation Rationale and ResourcesTargeted support

Specialist Children’s Services/Safeguarding/YOT

Educational Psychologist

Education Engagement Officers

Protocols, bilateral agreements, model exclusion letters and Behaviour Policy Recommendations See Appendices 9,10, 11 and 12

Social services – most children and young people have a number of basic needs which can be supported through a range of universal services. However, some children have more complex needs requiring intensive or specialist statutory services to support them. Please refer to the Kent Inter-agency threshold criteria when making referrals. http://www.kscb.org.uk/procedures/child-in-need-chin

EP – the EP service is a traded service so schools will need to make local arrangements for more information if targeted support is required i.e outside of LIFTan Educational Psychologist provides specialist support in promoting learning, development, emotional wellbeing and positive outcomes for PUPIL and their families. http://www.kelsi.org.uk/special-education-needs/educational-psychology/educational-psychology-contacts

Use of Outcomes from EHCP (if appropriate)

EEO’s - provide support and guidance to schools and parents around those vulnerable learners specifially Minority Ethnic pupils, Gypsy, Roma or Travellers, LGBT and those with English as an additional language (EAL). To refer to an EEO, please submit a request via the Digital Front Door: https://kentcc-self.achieveservice.com/en/AchieveForms/?form_uri=sandbox-publish://AF-Process-2d590980-4d6d-4e00-96f9-bd34b18b324a/AF-Stage13f769e3-039e-47c1-96a3-52123054d826/definition.json&redirectlink=%2F&cancelRedirectLink=%2F

An EEO may provide assistance when considering those with protected characteristics in terms of the Equality Act in relation to potentially discriminatory practice. There is additional information via KELSI for the traded service of ISSK – The Inclusion Support Service Kent. ISSK provide specialist support, training, advice, coaching and mentoring to schools, settings and professionals working with children, young people and communities. (Previously called MCAS)

Schools have a statutory obligation to ensure that outcomes and recommendations of EHCP are carried out through provision plans which are regularly reviewed. If progress is not evident, an Early Annual review (EAR) is required with SEN Officer to ascertain if a change of placement is appropriate.

Recommendation Rationale and Resources Discuss through IYFA and/or

steering groups referrals to Alternative Curriculum (e.g. ELSA, HNES, MMAP)See Referral Forms for ELSA/MMAP via Appendix 13HNES referral available on KELSI

Consider additional training with whole school, or more specific/bespoke training with the team support individual pupils and/or medical/diagnostic needs

Ensure School Governors are

IYFA - KCC has a framework in place to support Fair Access panels.  It confirms the common principles and protocols to place our most vulnerable pupils.  Pupils to be placed under this protocol will be those who:-

- Live in Kent who are not already on a roll of a school- Seeking a place in Year 7-11 who fall into one of several categories including

those pupils who are PEX from their last school placement.

PEX children will be referred to an IYFA panel by the school to the IAA (Primary) / with the support of the IAA (Secondary).  For other pupils, referrals will be taken by Admission Officer.Secondary panels take place every three weeks with an Independent Chair – all Maidstone and Malling schools are represented.  Primary panels are convened on an adhoc basis in line with current protocols whereby the five nearest, appropriate schools to pupils home address are invited The IYFA panels do not apply for Children in Care or students with EHCP where a school is named on their Plan as these pupils must be admitted.http://www.kelsi.org.uk/admissions/admissions/in-year-fair-access-protocol

aware of Exclusions School governors - The Governing board has a duty to consider parent’s representations about an exclusion alongside a review of the Head Teacher’s decision.  The Governing Board must consider the reinstatement of an excluded pupil if:- - the exclusion is permanent- it is a Fixed Term Exclusion which would bring the total number to more than

15 days in a Seasonal term OR - It would result in a pupil missing a public exam or a National Curriculum test.- The Governing Body should consider if the decision to  exclude was - Lawful- Reasonable- Proportionate- Procedurally fairGovernors should take responsibility for receiving refresher training especially where discipline committee hearings are not regularly undertaken. See Appendix 14 and 15

SUPPORTING DOCUMENTATION

Appendix 1 – Toolkit for Inclusion

Appendix 2 – Environment Checklist

Appendix 3 – How to Write an ABC Chart

Appendix 4 – Responding to Behaviours

Appendix 5 – Examples of Visual Aids

Appendix 6 – Strategies in relation to Emotional Regulation

Appendix 7 – Flow Chart for Decision to Exclude – Guide to Best Practice

Appendix 8 – Pastoral Support Plans

Appendix 9 – Behaviour Policy Recommendations

Appendix 10 – Kent/District IYFA Protocols

Appendix 11 – Managed Move Process and Bilateral Agreement (Secondary Schools)

Appendix 12 – Model Exclusion Letters

Appendix 13 – ELSA/MM/IYFA Referral Forms

Appendix 14 – GDCH Agenda Format

Appendix 15 – SEN Guidance to Governors and IRP Feedback

Appendix 16 – Key to Acronyms

Appendix 17 – Checklist and Recording of Impact