Transcript Document

Strategic Intervention
Presentation to
Regional Network
Behaviour and
Attendance
3rd Oct 2007
Liz Vickerie
Support for Learning Service
© L. Vickerie 2007
Tower Hamlets:
Presenting our framework for managing
early intervention and how it applies to
behaviour and attendance
BUT - not a model of what to do
• Every context is different
e.g. geography / population
• Must reflect local need
• Build on existing good practice
• and be Relevant, Appropriate and Practical
Context
• 28.4% under 19 – higher than London and
national average
• 80% children black and minority ethnic
backgrounds
• 57% pupils receive free school meals – 3x
national average
• 50% children live in a household receiving
benefits
• High investment in children and young
people
Does it work?
• Achieving around the national average at KS2
• 58% pupils achieved 5 GCSE grades A*-C in 2007
(provisional figures – compared with 26% in 1996)
• One of only four authorities nationally to get a 4 in all four
categories in the Annual Performance Assessment
• Beacon Status for Early Intervention (Children at Risk)
2006 and for School Improvement 2007
• Audit Commission Heads survey - top quartile for support
for attendance, behaviour & provision for excluded pupils.
• Attendance improving and permanent exclusions down &
behaviour deemed good or better in almost all schools
Key messages
• Active and inclusive PARTNERSHIP
working
• Focus on improving and accelerating
OUTCOMES - for individuals and services
• INCLUSION and PREVENTION at both a
system and individual level
• Commitment to INNOVATION
Our approach
• Accelerated improvement of universal services
• Promote opportunity, prevent problems and act early
• Modelling and encouraging enterprising leadership
and innovation
• Shared responsibility for children’s well-being
• Listening hard, and engaging, children, young people
and their families
• Building on our community planning
• Using our partnership through the LSP / CYPSPG
Using our LSP
THE
TOWER
HAMLETS
PARTNERSHIP
Partnership
Management Group
The Framework: examples from B&A
Framework
Key drivers
Identify key issues and
evaluate evidence
Shared Ownership
Audit of Provision and
Resource Shift
Commissioning to
meet need
Actions and
interventions
Assessment, referral
and multi-agency activity
Impact evaluation
Outcomes Framework
Examples
• LAP / CPAG Action Plans
• C&YP Strategic Partnership Group
• Behaviour Support Plan / CYPP
• Youth Participation Strategy
• Preventative Strategy
• Shared Commissioning Framework
• Budget Holding Lead Professional
• CAF replaces other assessments
• Borough m/a Social Inclusion Panel
• Lead Professional / TAC protocol
• Attendance reports to schools/LA
• Exclusions reports to schools/LA
• CAFs scored and reviewed
Early Intervention and Prevention B&A
Mainstream prevention / policies /
staff training and prof. devel. /
curriculum / SEAL / PHSE / 1st tier
pastoral support / advice / inclusive
practice / improved teaching / safer
schools / out of school activities
Ensure activity and
evaluate outcomes
for all sections of
the intervention
triangle.
Focussed work on vulnerable groups /
Shift resources
2nd tier pastoral support / highlighting
towards
panels / use of other agencies &
prevention
paraprofessionals / parent support / YISP /
CAF / IEPs / PSPs / LSUs / transition work
Multi-agency support for those at risk / YOT
/ PRU / special schools / social care /
respite care / ASBO / Psychiatric unit /
part/full time outside school residential
Universal
Targeted
support
Specialist
(usually past
statutory
thresholds)
B&A Partnerships – 6th day provision
Framework
Key drivers
Identify key issues and
evaluate evidence
Shared Ownership
Audit of Provision and
Resource Shift
Commissioning to
meet need
Examples
• Experience of BIP schools 1st day
• Evaluation of managed moves
• Evaluation of hard to place
• Determine who is “Partnership”
• Assess predicted 6th day demand
• Assess capacity of PRU / others
• Accurate costings with contingency
Actions and
interventions
Assessment, referral
and multi-agency activity
Impact evaluation
Outcomes Framework
• Engage Schools and others (Hub)
• Establish initial Compact
• Build on existing m/a practice
• Agreed outcomes at onset
•Termly reports to partnership
•Half termly accounting on provision
Model for Secondary provision at PRU
School based alternatives to
exclusion maintained
Parent supervision
day 1-5 of F/T excl.
Daily charge
PRU to provide
from 6th day of F/T
exclusion
Charge for 8
weeks provision
Reintegration
Programme
Charge for 8 weeks
provision + £3000
to receiving school
Charge for one term’s
provision + £4000 to
receiving school
Managed
Move
P/Ex
Aim to minimise external exclusions.
School to send work home and
arrange reintegration meeting.
School to provide work for PRU
placement and attend reviews to
prepare for reintegration to same
school.
Partnership to agreed equitable process
for identifying new school places –
(possibly using formula c.f. Coventry)
new place allocated at start of PRU
provision and new school involved in
preparation for reintegration from outset.
Example: Social Inclusion Panel
Shared ownership
Commissioning
Assessment, referral
multi-agency activity
Outcomes
framework
Evaluate impact
Initiative derived from existing good practice
and relevant to local context.
Development need identified by multi-agency
partners with clear objectives for change in
practice – therefore “buy-in”.
Referrals now tied into Common Assessment
Framework (CAF)
Lead Professionals in place for some time
Piloting eCAF solution for ease of access and
tracking
Impact of multi-agency plans evaluated against
desired outcomes in plans and scoring of
protective and risk factors related to the CAF
areas of need.
Provision gaps highlighted from needs data
analysis and used to inform commissioning
Objectives of SIP
 To ensure that very vulnerable children, including those referred
because medical / mental health issues are preventing attendance
and children at risk of offending or repeat offending, and their
families, receive effective interventions from borough services and
partner agencies
 To reduce school truancy, exclusion, offending and anti-social
behaviour by children and to ensure that all young people are in
full-time education
 Through analysis of referrals, identify any gaps in provision or
issues arising for schools and services in the Borough and take
steps to address these, including advice to lead officers in the
borough about the development or commissioning of additional
work where appropriate
SIP links
SIP Panel – meets monthly
13 core provider members
links to 35 key partners
Feeds back decisions and recommendations to
schools and agencies within 10 working days
Links with
Coram Families
/Parenting
Links to Counselling
Services including
Drugs and Crime
e.g. Shaahti
Links to
Street Matters
NSPCC
Links to
Docklands
Outreach
THIS Child
referrals and
Child
Protection
Advice Line
Social
Services
rep.
Voluntary
Agencies rep.
Links to Family
Welfare
Association
Links to
all Schools
Connexions
rep.
Links with
Reintegration
Project for
younger pupils
Links with
Offsite
Education
Centres for
Yr 11
Head of
Pupil
Referral
Unit
Links with
Hospital School
and Individual
Tuition
Links with
Adult Mental
Health Services
Links with
Police
Attendance
and Welfare
Service rep.
Links with Service
for children with
parents with Mental
Health Problems
Youth
Inclusion
Support
Team rep.
D.A.T
. rep.
Behaviour
Support
Team rep
Educational
Psychology
Service rep
Child and
Adolescent
Mental
Health rep.
Links
with
MAPP
project
Links with
Anti-Social
Behaviour
Team
Youth
Offending
Team rep.
Social
Inclusion
Panel
Schools rep.
Youth
Service
rep
Links with
PAYP
Links with
Housing
Links with
Exclusions
Officer
Links with
Special
Needs
Section
Links with
Rapid
Response
team
Links with
Parents’
Advice
Centre /
Parenting
Courses
Links with
School
Development
Team
Links with
Support for
Learning
Services:
Disability and
Medical needs
Sensory and
Communicatio
n difficulties
SpLD
Children in
Public Care
Teenage
Parents
Parenting
Courses
Service Action for Child with Additional Needs
Front line Worker
Refer on if
necessary
Senior Manager /
Highlighting Panel
Refer on if
necessary
M/agency Social
Inclusion Panel or
SEN or Social Care
Assess needs. Plan programme of support. Re-evaluate.
Receive information from frontline worker. Assess needs. Advice and
support to frontline worker. Re-evaluate and if necessary offer
support to child and/or family from within service resources.
Re-evaluate. Consider CAF assessment.
If appropriate undertake CAF assessment. Use to inform practice.
Involve an outside agency for additional support where there is a
clear specific need. Allocate agency “Lead Professional”.
Re-evaluate. Decide if child is vulnerable and needs multi-agency
assessment and support to meet additional needs.
Receives information (including CAF) from referring agency.
Assess needs. Advice and support to agency or if
appropriate provides well co-ordinated multi-agency support
to child and/or family liaising with “Lead Professional” from
agency or nominate new LP. Re-evaluate.
Extended schools model
Front line Worker
Refer on if
necessary
Extended Schools
/Highlighting Panel
Range of workers – using the same CAF compliant tools to assess
Multi-agency panels within schools / (or possibly LAP clusters)
receive information from frontline workers.
Use CAF to assess if needs unclear. Advice and support to frontline
worker. Re-evaluate.
If not already completed undertake CAF assessment to inform
practice. Re-evaluate and if necessary offer support to child and/or
family from within extended services resources.
Allocate “Lead Professional” from within extended team.
Involve additional agency for specific support where there is a
clear need. Use CAF to make the referral. Re-evaluate.
Refer on only If necessary
Decide if child needs further multi-agency assessment, alternative
provision or statutory intervention. (e.g.SEN / SIP / SC ) Continue
to provide “Lead Professional “ unless advised otherwise.