The BACME (Behaviour, Attendance and Children Missing Education) Service is the lead agency within the Local Authority in matters relating to behaviour.
Below you will find a mix of support including how to prevent or stop bad behaviour and how to manage exclusions or different types of behaviour issues.
There is a range of additional paid support available through WF Traded Services.
The aim of a Pastoral Support Plan (PSP) is to promote social inclusion and help to reduce the need for permanent exclusion.
The PSP procedure and process is designed to support those pupils for whom the normal school based strategies have not been effective. A PSP is a structured intervention for pupils at risk of permanent exclusion.
The aim of the PSP is to involve the pupil, parent and family in the shared challenge of improving behaviour and social skills and ensuring social and educational inclusion. Staff should consider whether a PSP, Early help assessment or TAC Meeting is the best way forward. A PSP is essentially a school based and owned process. Schools and Parents will for the most part, be providing the additional support, interventions, adaptations and communication that are agreed.
To make a referral for PSP support please email a referral form to BACMEemail@example.com
DfE statutory guidance on the use of part-time timetables states that in very exceptional circumstances there may be a need for a temporary part-time timetable to meet a pupil's individual need.
This might include:
A part-time timetable must not be treated as a long-term solution. Any pastoral support programme or other agreement must have a time-limit by which point the pupil is expected to attend full-time or be provided with alternative provision. (p14, School Attendance, DfE)
All schools implementing a Part-Time Table must complete the Part-Time Table Consent Form (PT1) and return to the BACMEfirstname.lastname@example.org
All Part-Time Tables implemented will be monitored by the service.
The BACME Service promote effective assessment as key to preventing unnecessary use of specialist time and intensive resources with lower risk cases, and to support earlier interventions, where appropriate.
To make a referral for HSB support please email a referral form to BACMEemail@example.com
Schools must have a school behaviour policy, as set out in the Department for Education's (DfE) guidance for governing bodies and proprietors of schools. The Governing Board is free to determine how often this policy is reviewed.
Maintained schools should make sure they meet the requirements as laid out in the Education and Inspection Act 2006.
Academies, free schools and independent schools should make sure they meet the requirements as laid out in the Independent School Standards Regulations, in particular Schedule 1, part 3, paragraph 9.
The Department for Education (DfE) has drawn up advice for schools to help them develop their school behaviour policy. They have also drawn up separate advice for school leaders and school staff on preventing and responding to bullying as part of their overall behaviour policy.
Guidance to help teachers better identify underlying mental health problems which manifests itself in poor behaviour has also been developed. The intention is to ensure pupils with unmet mental health needs get the help they need at an earlier stage.
The guidance, created by the DfE in consultation with headteachers, mental health professors and the Department of Health, is designed to ensure teachers are confident in finding help for at-risk pupils.
Following a recent Serious Case Review, a task and finish group was created to ensure that safeguarding in schools is strengthened through a greater alignment with behaviour policy.
The group comprised a range of school staff, with roles including leadership, inclusion, family liaison and child protection, and from primary, secondary and special schools as well as the Pupil Referral Unit (PRU).
There was also participation from colleagues from Children's Social Care and Early Help, whilst Rita Ali, the Senior Child Protection and Safeguarding Advisor, was the chair and Julia Kent, Inclusion Development Teacher from the Social Inclusion Service, convened and minuted the meetings.
The key points from the Serious Case Review centred around how professionals were not able to see the whole picture of how the family functioned, and how the needs of the family members interrelated. This meant that various professionals made assessments without full information or without considering the impact of one family member's difficulties upon the others.
In terms of the schools involved, the concerns can be summarised as the failure of a primary and a secondary school to communicate with each other about their respective concerns with siblings' behaviour and a failure to refer to appropriate agencies.
The Task and Finish Group met five times between January and May 2016 and agreed on a set of documents that would be useful to schools for strengthening the relationship between behaviour and safeguarding.
If you would like to find out more about this piece of work or would like some advice about how to use the tools, please contact the Behaviour, Attendance and Children Missing Education (BACME) Service.
This statement can be used by all schools as an addendum to existing behaviour policy to remind staff of the relationship between behaviour and safeguarding and their responsibility to explore wider contexts to a child or young person's behaviour.Download
This document illustrates the recommended route towards intervention when schools have a concern about a child or young person's behaviour.Download
This document provides a template for requesting sibling information upon a child or young person's admission to school and includes statements explaining the relationship to the Privacy Notice and safeguarding.Download
These documents are designed to support a detailed analysis of the child or young person and their behaviour. The document includes promptsDownload
This document can be completed after the Schools Safeguarding/Behaviour Reflection Tool if it is felt that the child or young person may be a risk to her/himself or others.Download
This document can be used when working with families to develop a more holistic understanding of how they function.Download