1. Agree protocol between Social Services, Health and Education for determining priorities on an annual basis

Activity

Agree joint priorities in relation to emotionally vulnerable children and young people

Lead officer

Sheila Arney, Assistant County Education Officer

Timescale

Starts January 2002

Ends December 2002

Resources: amounts and sources

Existing resources: £1,000

Desirable outcomes

1. Social Services, Primary Care Trusts and Education Department include the needs of emotionally vulnerable children and young people in their development plans

2. Social Services, Primary Care Trusts and Education Department include resources for emotionally vulnerable children and young people in their budget arrangements

3. Agreed working arrangements between local Child and Adolescent Mental Health Teams, local Social Services Family Support Teams, area Behaviour Intervention Services, Connexions and Youth Offending Teams, include terms of reference for local steering groups

4. Representation from Child and Adolescent Mental Health Teams, Social Services and Education Department, Inclusion Branch at termly County Social Inclusion Steering Group meeting

5. Training that is available for one organisation is shared across organisations when it is appropriate to do so

6. Improved information exchange between organisations enables a member of professional staff to readily find out who else is involved with a child

7. Improved understanding of each organisation's role and priorities so that only appropriate referrals are made between partner agencies

Monitoring and evaluation mechanism

1. Examination of development plans for the three agencies

2. Examination of budget plans for the three agencies

3. Local steering groups produce annual report to county Social Inclusion Steering

Group that includes an evaluation of joint working in practice

4. Attendance at County Social Inclusion Steering Group

5. Attendance records at training events

6. and 7 Staff user feedback

2. Establish seven area social inclusion steering groups to ensure county consistency and full involvement of local communities

Activity

At least termly multi-agency meetings that include all three agencies, schools, district council and voluntary agency representation

Lead officer

EOTAS outreach co-ordinator working with EOTAS outreach managers

Howard Firth, Social Services commissioning officer for the education of children in need

Timescale

By end of December 2002

Resources: amounts and sources

Existing resources: £17,000

Desirable outcomes

1. There is representation from Education Department Inclusion Branch, Family Support Teams, Child and Adolescent Mental Health Services, local schools, Connexions, YOT, voluntary agencies and district councils on Local Social Inclusion Steering Groups.

2. Information is exchanged about current local social inclusion developments

3. Gaps and unnecessary overlaps in provision for vulnerable children are identified

4. Appropriate areas for joint assessment and intervention are identified

5. Local groups ensure representation to County Social Inclusion Steering Group

6. Local group produces annual report to County Social Inclusion Steering Group on local developments

Monitoring and evaluation mechanism

1 Attendance records of Local Social Inclusion Steering Groups

2-4 Notes of Local Social Inclusion Steering Groups

5 Attendance record of County Social Inclusion Steering Group

6 Report is produced for County Social Inclusion Steering Group

3. Secure county wide coverage by establishing seven local behaviour intervention teams

Activity

Local teams consisting of teachers, social workers, primary mental health care workers (with support from a specialist educational psychologist), providing services to schools and families to improve behaviour and emotional well being.

Lead officer

EOTAS outreach co-ordinator working with EOTAS outreach manager

Howard Firth, Social Services commissioning officer for the education of children in need

Timescale (subject to resources being available)

September 2002 Rushmoor and East Hants, Basingstoke and Hart will be fully functional subject to the budget proposals elsewhere on the agenda of this meeting.

September 2003 Andover, and Fareham and Gosport services to be resourced at the same level as Rushmoor and East Hants, Basingstoke and Hart will require £240,000.

September 2004 Establish a team in Havant (£190,000)

September 2005 Establish a team in Winchester and Eastleigh (£190,000)

September 2006 Establish a team in New Forest and Romsey (£190,000)

Resources: amounts and sources

Approx £190,000 per team across the three agencies to fund:

Two advisory teachers = £80000

Two social workers = £60000

Primary mental health worker (half time) = £20000

Educational psychology (day per week) = £10000

Administrative support (half time) = £10000

Rent, administrative expenses and training £10000

Desirable outcomes

1. Teachers report greater confidence in their work with students

2. Reduction in fixed term exclusions in schools receiving support

3. Observed improvements in student behaviour following intervention

4. Parents/carers report improvements in child behaviour following intervention

5. Parents/carers and teachers report improved liaison between home and school

6. Young people report that they feel more in control of their own conduct

Monitoring and evaluation mechanism

Evaluation will be against objectives set for interventions. Monitoring will be via observation, questionnaire and interview.

1. Survey of teachers' views about self confidence in managing behaviour

2. Monitoring fixed term exclusions via common pupil record

3. Data collection from within schools

4. Parents/carers views are sought

5. Parents/carers and schools' views are sought

6. Young people's views are sought (in a manner appropriate to their age and development)

7. The local Steering Group's Annual report to the County Social Inclusion Steering Group demonstrates desirable outcomes

4. Improve support and training for parents

Activity

Ensuring that parents of children of all ages across the county can access support and training in emotional development and behaviour management via programmes such as Confident Parents, Confident Kids and Supporting Parents of Teenagers. Support will also be available via a telephone help line and Family Group Conferences.

Lead officer

Cliff Turner, Principal Educational Psychologist

John Heath, Principal Educational Welfare Officer

Timescale

Telephone helpline from April 2004

Resources: amounts and sources are available:

Health Authority amounts for 2002-3 are subject to confirmation.

Desirable outcomes

1. Improved co-ordination of support and development opportunities for parents

2. Support programmes are available in all areas of the county

3. Parents report increased confidence in managing their children's behaviour as a result of attending support programmes

4. Parents report increased confidence in managing their children's behaviour by using telephone help line.

5. Families are supported in developing their own effective solutions to challenges they face.

Monitoring and evaluation mechanism

1. Directory of opportunities for training and support is available

2. Appropriate support programmes are available across the county for parents from all cross sections of the community

3. Questionnaire to parents record improved levels of confidence

4. User survey of telephone helpline records show improved levels of confidence

5. Analysis of Family Group Conference action plans

5. Improve support and training for pre-school providers

Activity

Effective advice and training from a range of approved providers regarding behaviour management is available to all pre-school providers co-ordinated by the Early Years Unit.

Lead officer

Consultant Educational Psychologist to Early Years and Child Care Unit

Timescale

By April 2004

Resources: amounts and sources

There is a major initiative underway to establish Area Special Educational Needs Co-ordinators (Area SENCO's) for to support the work of all pre-schools in Hampshire. It is planned to provide consultancy to Area SENCO's regarding behaviour management from the Educational Psychology Service. Whilst some of this support will be drawn from existing resources, provision has been included in the budget proposals 2002/3 elsewhere in the agenda for this meeting.

Desirable outcomes

1. Existing providers such as Area SENCOs, Portage teams, and Early Years Centres are accredited as having appropriate knowledge and skills to support local pre-school provision

2. Early years providers report satisfaction with clarity of access routes

3. Early years providers report satisfaction with training and support received

4. Gaps in provision are identified

5. Gaps in provision are met

6. Close liaison takes place regarding transition from pre-school to school provision

Monitoring and evaluation mechanism

1. Audit of accredited providers

2 and 3 Annual survey of pre-school providers

4-6 Headteachers of KS1 provision to monitor numbers of children arriving in school with behavioural and emotional needs that have not been previously supported in pre-school settings.

6. Provide effective training opportunities for schools

Activity

Co-ordinate and develop training opportunities available to school staff regarding emotional development and behaviour management

Lead officer

Tim Cooke, Consultant Educational Psychologist

Timescale

2002-7

Resources: amounts and sources are available:

Desirable outcomes

1. The incidence of behaviour difficulties in schools decreases

2. Trainee teachers on placement in Hampshire are provided with a one-day introduction to behaviour management

3. During the first three years of their careers, teachers receive ongoing professional training on behaviour management

4. Schools in all areas and across all phases access the new seven module course to improve the management of behaviour

5. The use of physical restraint in schools is consistent with the training provided

6. Experienced teachers complete training to advanced diploma level in the management of emotional and behavioural difficulties

7. The competencies of individual school staff are developed through the use of video interactive guidance.

Monitoring and evaluation mechanism

1. School records of behaviour difficulties

2. Attendance records at events provided for trainee teachers on placement

3. Attendance records at events provided for teachers during their early years of professional development

4. Attendance records at modular training events

5. Records of restraint incidents completed by schools

6. Diplomas awarded

7. Video records

7. Develop emotional literacy in schools

Activity

Undertake and disseminate a range of projects aimed at improving shared identity, mutual respect, joint problem solving, reflection and collaborative learning by staff and pupils in schools.

Lead officers

Hilary Robbins, Assistant Principal Educational Psychologist

Pauline Forrest, Senior Inspector

Timescale

2002-7

Resources: amounts and sources

£10,000 Standards Fund to fund one day per month of senior educational psychologist time and one day per month of senior inspector time.

Desirable outcomes

1. Reduction in staff absenteeism due to stress

2. Staff and governors report increased awareness about emotional literacy issues

3. Staff report increased opportunities for learning with and from colleagues in school(s)

4. Pupils report positive relationships with staff

5. Improved school attendance

Monitoring and evaluation mechanism

1. Staff attendance before and after projects

2. Seek governor and staff opinions before and after projects

3. Staff development records and performance review records

4. Seek pupil opinions appropriate to age and development before and after projects

5. Pupil attendance record before and after projects

8. Improve access to psychological services by children and young people

Activity

Ensure that a range of psychological services is available to children and young people such as counselling and direct therapeutic interventions from suitably qualified providers.

Lead officers

Liz Holton, Project Officer, Inclusion Branch

Malcolm Rittman, Head of Youth Service

Hilary Hickmore, Senior Educational Psychologist

Timescale

2002-7

Resources: amounts and sources are available:

Personal Advisor amounts are subject to further discussion.

Desirable outcomes

1. There is a co-ordinated network of providers so that children and young people can access counselling and therapeutic services

2. Training in basic counselling is available to education employees engaged in counselling to an accredited level

3. Employees providing counselling and therapeutic work have access to support and supervision

4. Evaluation measures are developed that are valid for counselling and therapeutic intervention

5. Counselling and therapeutic interventions are effective in improving self management

6. There is a clear protocol about sharing information between counsellor, home and school.

Monitoring and evaluation mechanism

1. A register of accredited providers is available

2. Attendance records of training events

3. Counsellors/therapists maintain a record of supervision meetings

4. Evaluation measures are used

5. Results of effective interventions are disseminated

6. There is a clear protocol in place

9. Develop the role of schools for children with emotional and behavioural difficulties

Activity

Schools for children with emotional and behaviour difficulties are supported in delivering high quality curricula (academic, social and emotional) and in developing more flexible services to mainstream schools.

Lead officer

Chris Lloyd, Senior Inspector

Tim Cooke, Consultant Educational Psychologist

Keith Davis, Headteacher

Timescale

EDP 2002-7

Resources: amounts and sources

Existing resources: £3,318,630 (delegated special schools budgets 2001/2)

Desirable outcomes

1. Raised educational attainments through high quality teaching and high levels of attendance

2. Teachers are more confident in managing behaviour

3. Reduction in violent incidents reported in ebd schools through the development of emotional literacy

4. Effective advice and training provided to mainstream schools from EBD schools

5. EBD schools are able to access multi-agency support when appropriate

6. EBD schools are seen positively by the communities they serve

7. EBD schools develop a more flexible range of services to mainstream schools

Monitoring and evaluation mechanism

1. SATs, GCSE results and attendance records

2. Teachers report increased confidence in managing behaviour through professional development records and performance review

3. Violent incident records completed by schools

4. Mainstream schools report satisfaction with quality of advice and support available

5. EBD schools report via headteacher conference structure that they are able to access multi-agency support when appropriate

6. EBD schools keep a record of comments from and contacts with mainstream schools

7. EBD schools produce written documentation describing and evaluating their services to mainstream schools.

10 Develop full time provision for children educated other than at school

Activity

Ensure that all children who have been permanently excluded from school can access a broad and balanced education on a full time basis

Lead officer

Jack Cawthra, Head of EOTAS

Timescale

From September 2002

Resources: amounts and sources

The total resource for Education Other than at School is £3.9M. Moving to full time education will require:

1. Eight additional classroom/teaching spaces: block capital allocations from DfES to address those priorities identified through Asset Management Plans

2. Eight full time equivalent qualified teaching staff

3. Seven full time equivalent learning support assistants

4. Ten lunchtime supervisors

Provision of £350,000 is included in the budget 2002/03 proposals elsewhere on the agenda of this meeting to fund items 2, 3 and 4 above.

Desirable outcomes

1. All permanently excluded pupils receive full-time provision from the sixteenth day following the "effective date" of exclusion.

2. Provision made in an EOTAS Education Centre and/or off-site eg approved work experience placement, college placement or approved community venue.

3. Children have access to a broad and balanced curriculum which is differentiated according to individual need.

Monitoring and evaluation mechanism

1. Registers of attendance kept for both on-site and off-site provision.

2. Close liaison with Education Welfare Service, where appropriate.

3. Regular reviews of Individual Education Plans and Pastoral Support Programmes

4. Internal and external quality assurance visits eg HIAS, OFSTED

11. Secure entitlements for Looked After Children

Activity

Establish a joint project to ensure that schools and all branches of the Education Department identify looked after children, monitor their progress and make sure that they can access appropriate support services

Lead officer

Peter Marsh, Social Inclusion Policy Officer

Howard Firth, Social Services commissioning officer for the education of children in need

Timescale

From April 2002

Resources: amounts and sources

£80,000 for two advisory teachers

£20,000 for two days per week senior educational psychology time

£15,000 for two days per week senior education welfare officer time

This total of £115,000 will be from Standards Fund in 2002-3.

Desirable outcomes

1. Improved access to education by looked after pre-school children

2. Improve and maintain school attendance by looked after children

3. Identify designated teachers for all schools and maintain and develop the training programme for them.

4. Improved education attainments by looked after children

5. Reduction in fixed term exclusions of looked after children

6. Develop and implement joint protocols between Social Services and Education regarding looked after children

Monitoring and evaluation mechanism

1. Pre-school attendance records

2. Schools attendance records

3. Lists of designated teachers and training records are kept up to date

4. SATS and GCSE scores

5. Exclusions records

6. Protocol is in place

12. Take action to combat drug abuse and substance misuse

Activity

Work in partnership with other Drug Action Team (DAT) partners, to implement Young Peoples Substance Misuse Plan (as required in national drugs strategy) through developing the role of the Drug Advisory Response Team (DART) and ensuring appropriate linked work in PSHE (Personal, Social and Health Education).

Lead Officer
Pauline Forrest, Senior Inspector

Primary Care Trusts

Timescale

EDP 2002-2007

Resources: amounts and sources

Drug prevention £198,173

School Drug Advisers £97,382

This total of £295,555 will be from Standards Funds in 2002/3.

Desirable outcomes

(As identified in Young Peoples Substance Misuse Plan)

1. All pupils receive substance misuse education in line with DfES guidance

2. All parents and carers receive information on substance misuse and local services

3. Vulnerable pupils receive appropriate education, advice, information and support on substance misuse both in and out of school settings

4. Pupils identified as having problems with substance misuse receive an appropriate intervention or care package, with support for parents /carers

5. Young people assessed as in need will be referred to appropriate treatment programmes and facilities

Monitoring and evaluation mechanism

1. Attendance records

2. Exclusion records for exclusion for drug related incidents

3. EOTAS records

4. Annual DAT returns

5. User feedback

13. Improve research and dissemination on good practice

Activity

Identifying good practice in relation to emotional development and behaviour management by improving access to published research, undertaking action research and then sharing good practice via opportunities such as behaviour co-ordinator groups, dedicated web site and newsletter.

Lead officer

Tim Cooke, Consultant Educational Psychologist

David Woodward, ICT Manager

Timescale

EDP 2002-7

Resources: amounts and sources

Existing resource: £6,000

Desirable outcomes

1. Applied research is undertaken by Hampshire staff and shared

2. Recent research is accessed and applied by Hampshire schools

Monitoring and evaluation mechanism

1. Web site is established and web site hits are monitored

2. Feedback from headteacher conferences

14. Improve attendance

Activity

Review the approach to school support on absence within the Education Welfare Service, establishing good practice and revising procedures.

Lead officer

John Heath; Principal Education Welfare Officer

Timescale

July 2002

Resources: amounts and sources

Existing resources of £26,000 plus £20,000 one-off expenditure for computer facilities for monitoring of pupil attendance. The latter has been included in the budget proposals 2002/3 elsewhere on the agenda for this meeting.

Desirable outcomes

1. Improved attendance rates for individual pupils, schools and the LEA as a whole.

2. Education Welfare time focused on the greatest need.

3. All Education Welfare Officers and schools clear about the planning and processes to support schools with greatest need of support on attendance.

Monitoring and evaluation mechanism

1. Attendance rates at pupil, school and LEA level monitored termly and reported to Inclusion Branch Management Team.

2. Allocation of Education Welfare Officer time to schools with the greatest need monitored termly by the Service Management Team.

3. Head of Education Welfare Service to report annually to Inclusion Management Team and through Education Development Plan, monitoring the arrangements on attendance in pupil care and other vulnerable groups.

15. Reduce crime and disorder

Activity

Contribute to reduction in offending amongst children and young people of school age by ensuring that young people under the supervision of the Youth Offending Team, especially those leaving custody, have access to full-time provision, and by monitoring existing schemes to prevent truancy. Under the Crime and Disorder Act 1998, the police have power to pick up truants found in public places and return them to school or another place designated by the Local Education Authority. There are seven truancy schemes operating in Hampshire, in the following areas: Basingstoke, Andover, Havant, Aldershot, Gosport, Fleet, Farnborough.

Lead Officers

John Heath, Principal Education Welfare Officer

Paul Davies, Assistant County Youth Officer

Phil Sutton, Head of Wessex Youth Offending Team (YOT)

Timescale

Ongoing for truancy sweeps; other activities by April 2004.

Resources: amounts and sources

Youth Offending Team (£193,000)

Youth Service (£1,866,000)

Education Welfare (£20,000)

This total of £2,079,000 are existing resources.

Desirable outcomes

1. To ensure 100% of young offenders released from custody have a place at an appropriate educational establishment on release.

2. To ensure that 90% of the young people of school age under the supervision of the YOT are in full time education

3. To reduce unauthorised absence and improve attendance.

4. To work jointly with the police on anti-truancy measures supporting crime reduction.

Monitoring and evaluation mechanism

1. LEA staff in the YOT will collate information on education provision for young people leaving custody on behalf of social exclusion steering groups.

2. LEA staff in the YOT will monitor provision for young people under supervision of YOT on behalf of social inclusion steering groups.

3. Quarterly returns to Youth Justice Board and annual Youth Justice Plan.

4. Analysis of individual pupil data.

5. Referrals of all children stopped are taken and information analysed.

6. Questions distributed to a sample of school children.

7. An evaluation questionnaire to Police Officers, Education Welfare Officers and Head-teachers.

8. Analysis of attendance figures to determine improvement.

16. Improve attendance of emotionally vulnerable children

Activity

Supporting emotionally vulnerable young people, on a multi-agency basis, via a range of strategies and therapies from suitably qualified providers, including mentoring, counselling, hypnotherapy, play therapy and cognitive therapy, pastoral support and (where appropriate) health intervention.

Lead officer

Jack Cawthra, Head of EOTAS

Timescale

EDP 2002 - 2007

Resources: amounts and sources

During the financial year 2002/03 a Standards Fund grant of £31,200 has been secured to pilot this programme. Funding in subsequent years has yet to be identified.

Desirable outcomes

1. Improved attendance rates for individual, emotionally vulnerable pupils.

2. Reduction in levels of authorized and unauthorized absence rates from EOTAS provision

3. Improved re-integration rates, to mainstream schools, for emotionally vulnerable pupils, through multi-agency intervention and support.

Monitoring and evaluation mechanism

1. Attendance monitored termly and reported to Education Officer (EOTAS)

2. Education Officer (EOTAS) to report annually to Inclusion Management Team

17. Improve achievement of traveller children

Activity

To increase the number of traveller children in early years provision, to increase representation and achievement of the children in tests, to encourage effective transfer from schools at year 6 to year 7 and to ensure KS3 and KS4 children have access to vocational education and careers advice.

Lead Officer

Gill May, Teacher in charge, Traveller Education Service

Timescale

By April 2003

Resources : amounts and sources

Existing resource £187,000

Desirable outcomes

1. 100% pupils participate in baseline assessment

2. 100% attendance

3. Reduction in traveller exclusions

4. 100% mobile families visited

5. Improved attainment

6. Traveller resources used in all schools as appropriate

7. 100% CS2 forms returned

8. 100% transfer in September

9. 100% traveller pupils receive careers advice

10. Increased take up of work related opportunities

Monitoring and Evaluation Mechanism

1. Incidents of discrimination to travellers

2. Team and county meetings

3. TES data collection

4. Exclusion data

5. Mobile groups data.

Evaluation

1. Improved attainment

2. Improved attendance

3. Multi agency consultation

4. Improved career opportunities

5. Benchmarking procedure with other traveller education services

6. Reduction of exclusions of traveller pupils.

18. Support the emotional and social development of ethnic minority pupils

Activity

Provide pastoral support to enhance the social inclusion and emotional well being of ethnic minority children including asylum seekers

· Ensure that six sessions of cross-cultural counselling are available for individual ethnic minority pupils referred to HampshSire Bilingual Learners Support Service (BLSS)

· Offer school based training on cross-cultural counselling issues.

· Refer whole school behaviour support issues to EWS, EOTAS or intercultural inspector as appropriate.

· Offer training for services on cross-cultural issues in relation to emotional development and behaviour management in Areas 3 and 4.

Lead officer

Liz Statham, Teacher in Charge, Bilingual Learners Support Service

Timescale

EDP 2002-2007

Resources : amounts and sources

Existing resource £410,200

Desirable outcomes

1. Low incidence of behaviour difficulties for ethnic minority pupils. Schools continue to refer individual pupils with behaviour difficulties for cross-cultural counselling

2. Six sessions of cross-cultural counselling are provided for individual pupils. Additional sessions are bought by school if needed.

3. Whole school behaviour issues are addressed effectively by schools(eg retaliation to racist bullying is recognised as whole school racism issue, not just as an individual behaviour issue.)

4. Improved attendance rates for ethnic minority pupils.

Monitoring and evaluation mechanism

1 and 2. Take up and evaluation of cross-cultural counselling and take up of training is reported on in review of BLSS Service Development Plan.

3. School surveys.

4. School attendance records