Exclusion and alternatives to exclusion

A continuum of provision

Given the array of educational, behavioural and therapeutic initiatives available that claim to promote wellbeing in schools, it can be difficult to know which ones to implement when and for whom.

Click on the image to see a continuum of provision for exclusion and alternatives to exclusion. (The diagram is from research commissioned by the Office of the Children's Commissioner as part of an investigation into school exclusions - Reducing inequalities in school exclusion - learning from good practice).

Continuum of provision for exclusion.png

Referral pathways

Good-quality implementation of the appropriate intervention will, in most cases mean that the children and families will not require any additional formal support. However, in those cases where different support is required, the first step would be a discussion at a school-based and school-led multi-agency planning and review forum, unless it is evident that there are child protection concerns which require an immediate referral to Children’s Social Care.

Most schools refer to this school-led forum as their Multi Agency Planning (MAP) meeting. It is a process to support the SENCo in managing the identification, coordination and review of support and interventions for pupils with additional needs. When the school assesses that the support and interventions agreed upon and implemented have not been successful in meeting the needs of the child, they can refer to a Multi Agency Team (MAT) for under 6 years old, or to the Children and Young People’s Partnership Panel (CYPPP) for young people aged 6 or over, via a referral to the First Access and Screening Team (FAST).

Should you require additional information or support for children at risk of exclusion, please contact the relevant professional - further details are available in our contacts grid.

Alternative interventions

Where it becomes apparent that despite the best efforts of the school, the child, the family and other agencies a particular child or young person is unable to have their needs met in a particular setting then it can be necessary to explore ways to integrate that child or young person into an alternative setting.

Research evidence gathered over time indicates that the following principles are essential to the success of any intervention:

  • select interventions based on appropriate assessment of need
  • work to increase assets as well as reduce deficits (strengths based)
  • deliver good quality training to the people facilitating the intervention
  • adhere to the model
  • work with commitment and perseverance
  • record, reflect and review

Contacts

Billy Baker, Education Safeguarding

Telephone
020 8820 7406