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Barnby Road Academy

‘Where everyone is able to achieve their best’

Barnby Road Academy Early Help Offer

BARNBY ROAD ACADEMY

EARLY HELP OFFER

2019/2020

 

INTRODUCTION

Early Help is a strategic priority of Barnby Road Academy. This document, will ensure that:

  • Pupils, parent/carers and staff are clear on the Early Help support available through the school
  • Partners, working to support families alongside the school have clarity regarding the early help offer of the school; supporting effective multi-agency working
  • The school is up-to-date with and part of local and national approaches to the delivery of early help support for more vulnerable families
  • The school has evidence of our commitment to the personal development and wellbeing strand of the Ofsted Framework

The ultimate goal is to ensure that the children, young people and families of Barnby Road Academy receive the right support, at the right time reducing the need for referral to statutory services.

 

WHAT IS EARLY HELP?

Early Help’ means providing help for children, young people and families as soon as concerns start to emerge, or where it is likely that issues will impact negatively on children’s outcomes.

 

Early help…

  • is for children of all ages and not just the very young,
  • can be very effective in supporting a child, young person and/or their family to  step down from statutory services as well as preventing the escalation of issues
  • is important because there is clear evidence that it results in better outcomes for children.

 

Early help is a term that describes much of the everyday work of schools and is based on the belief that:

  • Children, young people and families develop resilience if there are protective factors in place such as: a positive relationship with an adult; good literacy and communication skills; good school attendance; and, parents in or actively seeking/ready for work
  • Children’s needs are best met when help is offered in a universal setting within a socially mixed group and early on when problems start to emerge
  • Children and young people’s needs are best met when addressed in the context of the whole family, meaning that parents/carers/siblings’ needs are addressed with consent as part of a holistic and integrated Early Help response, Early help services should support and strengthen families so that they can thrive.

THE ROLE OF SCHOOLS

 

Day to Day Support

 

Most families, most of the time, can get on with their lives quite happily with little or no outside help. If they need help it is usually provided by universal services, such as schools.

 

Focused Pastoral Support

 

All families can have times, however, when difficulties arise and they either may not recognise it or may not know how to start putting things right. Schools play a role in supporting families to address these difficulties through more focused welfare and pastoral support, which might include bringing in support via an external agency.

 

Early Help Assessment

 

For those children and families whose needs and circumstances make them more vulnerable, or where schools need the support of other agencies to meet the needs of the family, a coordinated multi-agency approach is usually best. In Nottinghamshire this is achieved through undertaking an Early Help Assessment and assigning a Lead Practitioner to work closely with the family to ensure they receive the support they require. Barnby Road Academy is a key partner in any multi-agency work to support families.

 

The following four commitments are the core elements of Barnby Road Academy’s Early Help Offer which ensure:

 

  • Pupils, parent/carers and staff are clear on the Early Help support available through the school
  • Clarity for partners, supporting improved multi-agency working
  • Deliver approaches of early help support for more vulnerable families which is up to date with local offers
  • Helps evidence commitment to the personal development and wellbeing strand of the Ofsted Framework

The School has a Safeguarding and Welfare Manager who is a Designated Safeguarding Lead and who is the point of contact for pupils, parents and staff for Early Help and Social, Emotional and Mental Health. The Safeguarding and Welfare Manager is responsible for the delivery of Early Help as part of their safeguarding role. Overall accountability for safeguarding however still rests with the Designated Safeguarding Lead/Headteacher Steven Chamberlain.

 

Roles and Responsibilities

 

Senior DSL (Overall Responsibility/Accountability for Safeguarding)

Designated Teacher for LAC (looked after children and PLAC (Previously looked after children):

 

Headteacher

 

 DSL for Early Help, Social, Emotional and Mental Health: 

Safeguarding & Welfare Manager

 

 DSL:  Head of Upper School

 DSL:  Head of Lower School

 

 At Barnby Road Academy the Safeguarding & Welfare Manager is responsible for accessing Early Help & Social, Emotional, and Mental Health support for our children and families. They are:

 

  • Familiar with Barnby Road Academy’s early help offer
  • Familiar with the Nottinghamshire County Councils Pathway to Provision Thresholds and Pathways Document
  • Familiar with the referral to Social Care Referral Process/EHAF Referral Process and Early Help arrangements
  • Able to access bespoke support to improve their understanding of the Early Help Assessment aims and principles.
  • Part of the team around the family
  • Lead practitioner in the school for early help and Social, Emotional and Mental Health

 

Parents/Carers and Staff know how to access Early Help support within school through contacting the Safeguarding & Welfare Manager. Additional awareness raising routes, and key staff who are likely to be involved are included below:

 

Group

Awareness Raising routes

Key staff that are aware in order to support this group

Children and Young people

  • Assemblies
  • Display information on school notice boards e.g. safeguarding, supported listening boards

 

 

 

 

Any trusted adult within school e.g.

  • Class teacher
  • Teaching assistants
  • Office staff
  • Site manager
  • Lunch time supervisor
  • School counsellor
  • School nurse/Healthy Families Team
  • Other agency workers

Parents/Carers

 

  • Information included in newsletters
  • Display information on school noticeboard
  • Copies of leaflets available to parents
  • Links to support services and agencies on the school website
  • Early Help offer
  • School App and Facebook pages

 

 

 

Any trusted adult is school e.g.

  • Class teacher
  • Teaching assistants
  • Office staff
  • Lunch time supervisors
  • School Counsellor
  • Site Manager
  • Safeguarding and Welfare Manager
  • Other agency workers

Staff

  • Staff Meetings
  • Safeguarding annual training
  • Safeguarding bulletins
  • Resources and advice

 

  • Designated Safeguarding Leads
  • SENCO

 

Early Help at Barnby Road Academy

 

Below is a list of how we aim to support our families initially with issues that may arise. Where these issues continue to be a concern, the school will discuss an Early Help referral with families for extra support.

 

Supporting Families

Main offer

Additional Offer

  • Noticeboards and newsletters for awareness raising
  • Half termly welfare news
  • Parent Early Help Workshops
  • Social, Emotional and Mental Health team available at parents’ evenings or drop ins
  • Home visits 
  • Emotional Literacy Support Assistant (ELSA)
  • Signposting to external agencies and training
  • Parent Sleep Workshops
  • Breakfast club
  • Food Bank Vouchers
  • Salvation Army support

 

 

  • 1:1 Support from Safeguarding and Welfare Manager
  • Assessment of children’s and families requirements using Early Help Assessment form (EHAF) with support plan implemented
  • Support for form completion including  financial support and housing
  • Referrals to ICDS (Integrated Children’s Disability Service)
  • Support with DLA applications and appeals
  • Referrals to Women’s Aid
  • Referrals to Home Start
  • Support with attendance at medical appointments

 

Measurable outcomes across all year groups

  • Pupil learning data shows improvement
  • Uptake of support services increases
  • An increasing percentage of parental engagement
  • Decrease in the number of referrals to social care

 

 

Attendance

Our offer

Additional offer

  • Attendance data monitored by DSL’s
  • First day calling by 10am
  • Unannounced home visits on same day as absence where parental contact cannot be sought
  • DSL’s will bring the child to school if requested by parent (emergencies)
  • Informal meet and greets with all staff.
  • Reward charts for good and improved attendance and on time pupils
  • School nurse (where there’s a medical condition)
  • Low attendance discussed by class teacher at parents evening
  • Letter home at below 85% attendance
  • Attendance data reviewed and actioned more frequently for vulnerable families
  • 1:1 support from Safeguarding & Welfare Manager 
  • Breakfast and after school clubs, Holiday play schemes.
  • Opportunities for 1:1 meet and greet with key staff 
  • Personal attendance plans written with parents.
  • Meeting with school nurse and Safeguarding and Welfare Manager                                   
  • Support from SBAP (Schools Behaviour and attendance Partnership)

Measurable outcomes across all year groups

  • Overall and individual pupil attendance is either equal to or above national average
  • Reduction in number of PA (Persistent Absence)
  • Reduction in number of leave of absence requests
  • Lateness data shows reduction in number of interventions

·    Whole school attendance data shows a positive trend

 

 

Transition

Our offer

Additional Offer

  • Extra visits/induction for vulnerable students
  • Meet and greet in school with EYFS staff for new pupils
  • Mid-year transitions to school include meet and greet with class teacher
  • Home visits for EYFS pupils by EYFS staff
  • Professional handover by Safeguarding & Welfare Manager  to feeder secondary schools for monitored children
  • Induction Day to new class and/or new school
  • Tours of school for prospective parents.
  • Pupil passport
  • Admission packs with all relevant information given out and support with completing forms available
  • Parents meeting held for new intake pupils
  • Nursery new starter parents meetings
  • Support for online application for parents
  • Transition programme with designated link teacher to feeder schools
  • Reminders to parents of key dates and actions needed to be taken by parents
  • DSL for LAC /PLAC
  • Designated Teacher for LAC/PLAC
  • SEMH team (Social Emotional and Mental Health)
  • Individual Social stories
  • Key worker link between educational phases
  • Supported visits to new school with a member of staff
  • 1:1 visits for prospective families
  • Work with key partners (Virtual School, Admissions, SENCo)
  • Health visitors / school nurse support
  • Identifying specific needs and creating a personalised action plan for transition
  • Meeting with Safeguarding & Welfare Manager if required prior to admission

 

 

 

Measurable outcomes across all year groups

  • Parents successful in applying for school place                  
  • Support families with appeals
  • Family needs are met whilst awaiting placements
  • Positive transition feedback from parents via survey (verbal or written)

SEMH (Social, Emotional, Mental Health)

Our offer

Additional offer

  • Supported Listening sessions
  • Group or 1:1 work with ELSA  
  • Wellbeing Peer mentors
  • Pupil Voice questionnaires
  • Attachment Awareness
  • Anxiety Awareness
  • 1:1 counselling
  • Emotions groups
  • Anger management groups
  • Friendship groups
  • Lunch clubs available
  • Drawing and Talking Therapy
  • Lego therapy
  • Nurture group
  • Play Therapy
  • Staff trained in Dyslexia, ADHD, Autism
  • Behaviour for learning and Growth mind-set groups
  • Mental Health 1ST Aiders
  • CAMHS (Children, Adolescent Mental Health Service)
  • Priority place at a Lunch club
  • Referral to SBAP for children who need additional support with SEMH and behaviour or school refusal
  • Solihull Parenting Approach
  • CAMHS Consultation with primary mental health worker
  • Hands Are Not For Hurting groups
  • Targeted friendship group
  • Social skills group intervention
  • Weekly staff support consultation drop ins
  • Emotional Wellbeing baseline assessments

Including SDQ’s (Strengths and Difficulties     Questionnaires and Boxhall Profile)

  • Healthy Families Team referral for emotional intervention
  • Virtual School team
  • Referrals to The Newark Bereavement Centre

Measurable outcomes across all year groups

  • Pupil learning data shows improvement
  • Reduction in number of safeguarding disclosures over time
  • Reduction in number of high / low level behaviour incidents
  • Increase in pupil’s self-help skills
  • Increase in pupils emotional resilience
  • Reduction in fixed term exclusions
  • Pupil Voice survey analysis  each term to identify emotional needs across year groups and whole school
  • Assessments used to show impact of interventions on emotional needs of individual children

 

 

 

 

Staying safe

Our offer

Additional offer

  • School newsletter and safeguarding bulletins
  • Relevant policies and procedures in place e.g. Data Protection
  • Child Friendly Safeguarding policy
  • Advice point and Early help response through Safeguarding and Welfare Manager
  • Anti-bullying curriculum
  • Assemblies
  • Risk Assessments
  • e-safety curriculum
  • Home visits
  • Parent workshops
  • PEP/LAC meetings
  • Jigsaw RHSE programme(Relationships, Health Social Education)
  • School council 
  • Safeguard Online software for staff to record safeguarding concerns
  • Annual whole school safeguarding training
  • Bikeability
  • Support from anti-bullying champion
  • E-safety Workshops for parents– support with setting privacy notices and/or concerns via social media.
  • Information via Facebook
  • Dedication Safeguarding and Early help pages on the website
  • Link Police Community Support Officer  
  • Buddy/mentoring arrangements
  • Nurture group for pupils with additional support needs.
  • Online safety work with an e-safety champion
  • Lead Professional support
  • Encompass domestic violence call to keyworkers in school

Measurable outcomes across all year groups

  • Greater awareness of what bullying is within the community
  • Increase in turn-over of families accessing Social Services/Family Service/Early Help Unit
  • Welfare and neglect issues on Social Services caseload is reduced 
  • An increasing percentage of parental engagement
  • An up-to-date rolling programme of CPD (Continued Professional Development) in relation to Safeguarding / Training for all staff
  • DSL’s access a range of specialist Safeguarding training

 

 

The local community

Our offer

Additional offer

  • Friends Group
  • Newark Family of schools
  • Governors
  • Links with Salvation Army
  • Community links with Fire, PCSO and local businesses
  • Supporting charities and initiatives such as Healthy Minds week
  • Links with local churches
  • Children’s centre

Measurable outcomes across all year groups

  • Families have a better understanding of the wider community

 

Curriculum

Our offer

Additional offer

  • 1:1 / group work with a TA
  • Assemblies
  • Booster classes
  • Specialist Provision (nurture groups)
  • Resilience curriculum
  • RHSE (Relationships, health and sex education) Jigsaw curriculum
  • Inter-school events
  • Subsidised school trips / visits
  • Theme weeks e.g. Anti-bullying week
  • Trips and visits, residential trips
  • E-safety curriculum
  • Parent curriculum workshops  
  • School council
  • ECO Council 
  • Healthy Schools
  • Wide range of clubs

 

 

  • Pupil premium funding to enable access to trips and visits.
  • NSPCC Assemblies
  • Links with Community Police
  • Link with Fire Service
  • NHS / School nurse/Healthy Families Team

Measurable outcomes across all year groups

  • Families have a better understanding of what their children are learning in school
  • High % of children attending a school club
  • Pupil learning data shows improvement

 

November 2019

 

Date completed

November 2020

 

Review Date

 

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