Social, Emotional and Mental Health Pathways in Northamptonshire

Social, Emotional and Mental Health Pathways in Northamptonshire.

Description of Need ( Northamptonshire SEN descriptors)

Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – Mental Health and Behaviour Guidance: http://tinyurl.com/MHB-2014

Where more specialist provision is required, schools, colleges and early years providers should have clear arrangements in place with local health partners and other organisations for making appropriate referrals to Child and Adolescent Mental Health Services (CAMHS). Information to support schools to identify and meet the needs of these students is available through the Northamptonshire Targeted Mental Health in Schools (TaMHS) Programme. http://www.northamptonshire.gov.uk/en/councilservices/EducationandLearning/services/traded/Pages/TargetedMentalHealthinSchools.aspx

Behavioural difficulties do not necessarily mean that a child or young person has a SEN and should not automatically lead to a pupil being registered as having SEN. However, consistent disruptive or withdrawn behaviours can be an indication of unmet SEN, and where there are concerns about behaviour, there should be an assessment to determine whether there are any causal factors such as undiagnosed learning difficulties, difficulties with communication or mental health issues. If it is thought housing, family or other domestic circumstances may be contributing to the presenting behavior, a multi-agency approach, supported by the use of the Common Assessment Framework (CAF) may be appropriate. In all cases, early identification and intervention can significantly reduce the need for more expensive interventions or sanctions at a later stage.

Use of the phrase ‘Social, Emotional and Mental Health’ is therefore meant to have a specific connotation to help determine the extent and nature of the student’s special educational needs in this area. It should not be applied as a blanket term to include in the SEN framework all those:

 Whose behaviour may more loosely be described as anti-social or disaffected  Who are in the care of the LA

Students presenting social, emotional and mental health difficulties may act unpredictably, unusually or in an extreme fashion in a variety of social, personal or physical settings. Severely withdrawn or passive behaviour Schools’ pastoral care arrangements should ensure that students are able to discuss any health-related and other problems with a relevant health professional, educational psychologist, education welfare officer, counsellor or other professional. A Pastoral Support Plan is a school-based intervention to help an individual student manage and modify their behaviour and should be drawn up for:

 Any student who needs extra support in managing their behaviour.  Any student who has had a number of fixed term exclusions.  Any student whose behaviour is deteriorating rapidly. Child presents with SEMH difficulties: Look in SEN descriptors for support.

Step 1: Low level behaviours Reward charts and time out where necessary ABC charts -observations of behaviours to look for triggers Interventions to build self esteem , develop friendships and social skills TAMHS

Social groups eg Friendship formula

Sensory circuits

Meet and Greet sessions.

Behaviour interventions – see Tamhs resources.

Complete a Boxall profile to assess and identify areas of need in terms of social and emotional development – create an action and impact plan.

Beyond the Boxhall resource is useful to suggest interventions

Behaviour Support plan will need to be written, shared with child, parents and all staff working with him / her and then reviewed regularly. Example form

Strengths and Difficulties Questionnaire (SDQ) – parents and school to complete the questionnaires – interventions can be planned from here.

 emoti  onal symp  } toms  conduct problems    hyperactivity/inattention    peer relationship problems  

Pastoral Plan / pastoral systems

School Nurse team – can support with self esteem , anger issues, anxiety. Referral via referral management centre. Step 2:

Are the difficulties continuing after implementation of support and reasonable adjustments?

 Ask Normen is a useful website with different links and contacts.

 Investigate possible underlying causes of behaviour – are they any underlying undiagnosed learning difficulties, communication difficulties, or mental health issues.

 Consider commissioning EP to identify any cognitive barriers referral form (EP will be needed for referral to SEMh panel)

 Consider making a referral to other services, including Community Paediatricians, Speech and Language, ADHD /ASD Team, Camhs, OT to identify any other barriers Referral management Centre 0300 1111 022 (all Northamptonshire Schools to use this – both North and South of the County)

Build recommendations from outside agencies into behaviour plan / learning plan and provisions for the child. Detail these on the provision map.

Are school team teach trained? Look for local providers eg Croyland Primary School, Jogo

Child will need a Positive Handling Plan example form

Are risk assessments in place?

Need support to manage behaviour in school?

Referral to Kings Meadow School or Maplefields School for support – they will ask for a Boxall profile to be completed. New SEMH panel arrangements.

Advice can be sought from: Croyland Primary School, Park Junior School, Wellingborough, Kings Meadow primary School, Northampton, Maplefields School, Corby, Woodnewton Primary School, Corby, St James Primary School, Northampton.

Kings Meadow Outreach referral form Core offer The contacts at these schools can give advice over the phone and arrange visits and observations to support you.

DO THIS BEFORE MAKING A REFERRAL TO SEMH PANEL.

SEMH panel referral – form on Maplefields website

Maplefields Outreach School to school Support services Referral form

SEMH panel arrangements are in the process of change.

Camhs liaison line for professionals: 0300 1111022 If referral to Camhs is then advised this be accessed the referral management centre website and completion of the downloadable form

Are presenting issues likely to be influenced by factors from home?

School to explain Early Help Assessment process to parents.

With parental consent, start EHA assessment and link in services to support the child and family ( Do an EHA before panel referral)

Telephone: 0300 126 1000

Email: [email protected]

Refer to Thresholds and Pathways document ( guidance updated October 2015)

High needs funding:

Track spending of interventions and support for the child through the school’s costed provision map (contact the Leading SENCO team via Michael Thompson if you need support with this). You need to evidence spending of £6000 per year on the individual from the schools’ sen notional funding. See high needs funding guidance

Use the SEN descriptors to check criteria for eligibility for high needs funding. Look at different areas of need for the chid. Consider whether an application to high needs funding is appropriate.

Do you need additional support to manage the child’s needs despite all the support that has been sought and put into place?

Consider a referral to SEMH panel