Targeted Support and Appropriate Referrals 

• The setting has mapped out all types of available provision and resources at school level that support wellbeing including after school clubs, lunchtime groups, 1:1 support, school counsellor, parent drop-ins, nurture provision, peer support/wellbeing champions, playtime activities, friendship groups/activities.

• The setting has identified and is connected with local VCFSE (Voluntary, Community, Faith, Social Enterprise) organisations that support wellbeing such as bereavement charities, youth services, brownies, guides, activity groups, walking clubs, nature-based groups, young people drop-ins. 

• An appropriate space has been identified for delivery of early interventions for learners or parents, carers & families.

• An integrated approach is taken to support and the setting has a WAG or multi-disciplinary team that has service information updating and sharing as part of its agenda.

• The school creates opportunities for lead or key staff and targeted support services (as appropriate) to discuss and review learners in relation to the support they are given and to assess and review progress.

• The school works effectively with feeder or partner schools and Team Around the School, to support decisions and access the right support for children, young people and families.

• Children, Young People, parents and staff are have an understanding of available support and, where possible, can request or access support directly from a service or organisation. 

• SLT and WAG are aware of OHID and DfE (Office for Health Improvement and Disparities and Department for Education) guidance on the 8 key principles of a whole school or college approach to Promoting children and young people’s mental health and wellbeing

• SLT and WAG are aware of NICE guidance in relation to whole school approaches - Recommendations | Social, emotional and mental wellbeing in primary and secondary education | Guidance | NICE

• This page provides guides and resources for education staff and children and young people's practitioners to know what is available for supporting children and young peoples emotional and mental health in Somerset - Somerset Emotional And Mental Health Support (cypsomersethealth.org)

• The purpose of this tool is to ensure every child and young person in a Somerset school receives the support they are entitled to - Somerset’s Graduated Response Tool

• Schools are critically important to pupils, their families and local communities. The Team Around the School model improves access to support from partners, and how this help is wrapped around families when they need it -Team around the school (connectsomerset.org.uk)

• Emotionally Based School Avoidance (EBSA) is a term used to describe children and young people (CYP) who experience challenges in attending school due to negative feelings (such as anxiety). EBSA is commonly associated with emotional and physical distress, and a reluctance to attend school, which can lead to reduced attendance and further anxiety regarding school - Emotionally Based School Avoidance (EBSA) | Support Services for Education

•    Do learners know who to talk to if they have concerns about themselves or a peer and what will happen if they reach out?

•    Are learners aware of the boundaries of, and confidentiality procedures?

•    Are learners aware of the range of support available from school, locally and nationally, including helplines and how/when to call them?

•    Are learners’ critical consumers of online content and can they name reputable sources or types of support for issues that cause them concern?

•    Does the school / college have a counsellor, school nurse or other respected non-teaching adult who learners can confide in and do they know how to contact them?

•    How do SMHL and other key staff maintain good links with local services and support to keep service knowledge current?

The following UNCRC (United Nations Rights of the Child) articles support this principle:

• Article 2 - All children have these rights no matter what.

• Article 6 - You have the right to life and to grow up to be healthy.

• Article 13 - Your right to have information.

• Article 19- You should not be harmed and should be looked after and kept safe.

• Article 22 - Refugee children have the same rights as children born in the country they are now in.

• Article 23 - Your right to special care and support if you have a disability so that you can lead a full and independent life.

• Article 28 - Your right to learn and go to school.

• Article 29 - Your right to become the best that you can be.

• Article 33 - You should be protected from dangerous drugs.

• Article 34 - The government should protect children from sexual abuse.

• Article 36 - You should be protected from doing things that could harm you.

• Article 39 - Children should get special help if they have been abused.

Ofsted Inspectors will be interested in how well the school assesses learning and development of pupils with SEND, and whether pupils’ outcomes are improving as a result of the different or additional provision being made for them, including outcomes in: − communication and interaction − cognition and learning − physical health and development − social, emotional and mental health.

how monitoring ensures that individual children with identified needs are targeted, and appropriate interventions evaluated, so that children receive the support they need, including through effective partnerships with external agencies and other providers.