Allocation and initial meeting The referral is allocated to a member of the team who then arranges a meeting with the class teacher and SENDCo/member of SLT.
Information gathering and assessment Feedback will be given to the class teacher following observations along with a summary (and recommendations for level 1 interventions)
Joint intervention planning (Outreach and the referring school) For referrals at level 2 and 3.
Implementation and monitoring of the intervention plan for 6-8 weeks For referrals at level 2 and 3.
Joint review and evaluation
Referrals to the Outreach Team:
Schools can request support at any stage from early intervention through to serious cause for concern.
Intervention can be at provided at individual pupil or whole class level, for learners from reception to year 6.
Parental consent must be obtained by the school for all individual referrals.
Referral forms should be completed by the class teacher in conjunction with the SENDCo/Inclusion manager and should be signed by the head teacher/a member of the Senior Leadership Team
A partnership agreement between schools and the Primary Outreach Team is agreed in order to clarify expectations.
Following an initial meeting and observations, the Outreach teacher will decide whether the input will be at level 1, 2 or 3.
The Primary Outreach Team is well established and highly regarded. It is made up of well-qualified, experienced teachers and highly skilled learning support professionals. The Team offers advice, guidance and interventions for schools in behaviour for learning and aspects of social, emotional and mental health. The Team aims to work in partnership with learners, teachers, school staffs, parents/carers and other professionals, to support inclusion and improve outcomes for learners.
The team uses the Behaviour for Learning conceptual framework and an integrated approach to help teachers and school staffs to increase their understanding of the behaviour, clarify their concerns and plan for change. Their work is informed by developmental trauma, nurture and attachment aware approaches and promotes positive behaviour management strategies and support for emotional wellbeing.
To support primary schools in all aspects of behaviour for learning and in developing their understanding of SEMH (social, emotional and mental health) and the possible impact on behaviour
To build the capacity of schools to respond even more effectively to the needs of learners with social, emotional and behavioural needs by providing practical, impact-driven support
To work with school staffs to plan and implement interventions at individual pupil, whole class and whole school level.
To promote an inclusive approach
Level 1 intervention:
Information gathering (observations), feedback and recommendations
Level 2 intervention:
Information gathering (observations), feedback, joint intervention planning, monitoring and review
Level 3 intervention:
Information gathering (observations), feedback, joint intervention planning, implementation support or direct work with the individual learner/whole class, support staff, monitoring and review.
In addition, the Team aims to offer some additional support at the ‘early intervention’ stage
Consultations
These are structured meetings for class teachers and/or SENDCos to clarify and prioritise concerns, identify further information to collect, and discuss possible strategies with regard to individuals or whole classes.
Playground support (intervention package)
This consists of an initial meeting, 1-2 playground observations, feedback, joint formulation of an action plan, and a meeting to review progress and discuss possible next steps.
Support for teaching assistants/LSAs
This may involve structured, time-limited support for TAs, LSAs, or SENTAs new to the role; setting up and running skills teaching groups; and strategies to support crisis situations.
‘(The Primary Outreach Team) provided excellent support, advice, communication and a very well-tailored service. I would recommend (Primary Outreach) to any teacher feeling behavioural/social issues in class.’ (RBKC School)
‘I found discussing a variety of behaviour strategies with someone incredibly valuable and being able to evaluate the usefulness of them. Having someone who was able to observe and advise but then scrutinise what worked well and what could be changed was massively helpful.’ Year 4 class teacher (RBKC School)
‘Thank you for supporting with the challenging behaviour in this class. It was really helpful to have the opportunity to discuss effective strategies and receive feedback on teaching for behaviour.’ Year 5 class teacher (WCC school)
‘(Primary Outreach) were clear, knowledgeable and professional during their session with the pupil and communication with me.’ Year 3 class teacher (WCC school)
“A fantastic intervention for our year 3 class which we have been able to implement and also use some of the supportive strategies with other classes and children. Extremely well organised and great communication.”
“The support we have received this year from the Primary Outreach Team has been invaluable. Staff have been given helpful advice and practical strategies to implement. What has had the greatest impact is the regular check in meetings with a member of the Team. They are incredibly insightful, helpful and always supportive. These regular meetings have empowered staff to reflect on what is working well and amend strategies where appropriate to ensure the focus child is supported in the best way possible to make progress.” (SENDCo from a RBKC school)
“Extremely helpful information about behaviour and strategies to support their behaviour. Thank you so much.” Class teacher (H&F school)
“Really helpful in understanding the reasons behind behaviour in the class and strategies to employ has given me a good understanding of individual and class needs”. Class teacher (H&F school)
“Very knowledgeable and supportive with strategies”. (WCC school)
“A fantastic intervention for our year 3 class which we have been able to implement and also use some of the supportive strategies with other classes and children. Extremely well organised and great communication.” Class teacher (WCC school)
Before referring to the Outreach team, the school will have shared their concerns and will also have tried a range of strategies to support your child. If you have any questions about the Team and how we work we are always happy to meet with you in school.
Once you have agreed to the referral and the Outreach Team has received it, one of our staff will come into school (classroom and/or playground) to see what is happening and how your child is managing the demands of school. They may also meet with your child to find out how they think things are going for them in school.
A plan will then be made with the teacher and SENDCo to decide what can be done to best support your child. You are welcome to see and discuss the plan with the SENDCo or the member of the Outreach Team.
We may then work with the teacher or support staff and in addition, we may work directly with your child. This may be to teach some specific skills or to monitor how they think things are changing.
After six to eight weeks we will review how well the plan is working with the class teacher. We may then agree to make some changes to the plan, or agree that there has been enough progress and that our involvement is no longer required. The school will keep you informed of this decision.
Debby Celestine-Charles
Ormiston Beachcroft Academy 35 Finchley Road London NW8 0NW
