Swift and Easy Access: Summary of guidance and links to useful websites

1
Swift and Easy AccessSummary of guidance and
links to useful websites

• Early Intervention resource kit
• V4.6 (last updated August 2007)

2
DCSF SEA guidance Summary
3
The SEA guidance encourages local authorities,
other childrens trust partners and schools to
plan their provision, and have certain basics in
place
How LAs and Childrens Trust partners can help (1)
Good practice in schools (1)
Bring services together to provide effective
multi-agency support through extended schools and
childrens centres
Ensure schools are communicated to and engaged in
relevant discussions about the Children Young
Peoples Plan through to operational arrangements
Ensure any school commissioning is consistent
with local priorities to avoid duplication or
gaps in provision
Strategy and Planning
Provide guidance to schools on range of local
services available, based on the electronic
service directory
Use guidance provided to signpost adults to
services where appropriate
Ensure all staff aware of and carrying out their
legal responsibilities
4
Most of the guidance involves LAs and other
partners supporting schools in the areas of
prevention, early identification, support and
referral
5
Strategy and Planning

• This part of the Swift and Easy Access (SEA)
  guidance encourages the local authority (LA) and
  childrens trust partners, through the Children
  and Young Peoples Plan, to provide multi-agency
  support through childrens centres and extended
  schools
• It encourages the engagement of schools in
  discussions about these arrangements. This will
  enable schools to take the local strategic
  priorities into account when commissioning any
  services directly
• The LA should work with other childrens trust
  partners to provide with accessible, up-to-date
  guidance to schools on services available.
  Schools will find that this guidance will help
  them to make quality referrals, and to signpost
  adults to services where appropriate
• The SEA arrangements will be supported by staff
  in schools being aware of, and undertaking, their
  legal responsibilities in this area

6
Strategy and Planning
Multi-agency services Multi-agency working has
been shown to be an effective way of supporting
children and young people with additional needs,
and securing real improvements in their life
outcomes. Information and guidance is available
at http//www.everychildmatters.gov.uk/deliverings
ervices/multiagencyworking/ Targeted Youth
Support (TYS) Targeted youth support is
targeted at young people with additional needs
beyond those delivered universally. It is
delivered collaboratively through a range of
services. A toolkit is available, aimed at
helping local authorities and Childrens Trusts
reform their targeted youth support services, at
http//www.everychildmatters.gov.uk/deliveringserv
ices/targetedyouthsupport/ National Service
Framework The Childrens National Service
Framework (NSF) sets standards for childrens
health and social services, and the interface of
those services with education. The Framework is
available at http//www.dh.gov.uk/PolicyAndGuidanc
e/HealthAndSocialCareTopics/ChildrenServices/Child
renServicesInformation/fs/en Case studies Case
studies of actual practice in schools and
childrens centres can be found at
http//www.tda.gov.uk/remodelling/extendedschools/
resources/casestudies.aspx Childrens Centres
Children's centres provide integrated services to
children under five and their families, in order
to give every child the best possible start in
life, and have a broad and lasting impact on
children, their parents and the wider community.
Children's centres are part of the wider Sure
Start programme. Further detail is available at
http//www.surestart.gov.uk/surestartservices/sett
ings/surestartchildrenscentres/ Local Area
Agreements (LAAs) LAAs are voluntary,
three-year agreements between central government,
local authorities and their partners. They
deliver national outcomes in a way that reflects
local priorities. LAAs, children's trusts and
local strategic partnerships give areas the
freedom and flexibility to find solutions to
local problems using a number of pooled funding
streams. See http//www.everychildmatters.gov.uk/s
trategy/laas/ Annual Review of Childrens and
Young Peoples Plan (ARCYPP) Local authorities
should demonstrate in their CYPP how they will
develop services that promote prevention and
early intervention. See ARCYPP page 12, point 39
- http//www.everychildmatters.gov.uk/IG00192/.
For additional context www.everychildmatters.gov.
uk/strategy/planningandcommissioning/CYPP/
7
Strategy and Planning
Childrens trusts Children's trusts bring
together all services for children and young
people in an area, underpinned by the Children
Act 2004 duty to cooperate, and to focus on
improving outcomes for all children and young
people. Background information and links to FAQs
and further information on childrens trusts is
available at http//www.everychildmatters.gov.uk/a
ims/childrenstrusts/. There is a link on the
front page to the work undertaken in the
pathfinder authorities Towards childrens trust
arrangements There are a number of publications
available on the internet that help in this area.
Some are local to a particular authoritys
planning but others are more general. One is a
report of a series of regional conferences
organised by Care Services Improvement
Partnership (CSIP) and is available at
http//www.csip-plus.org.uk/RowanDocs/ChildrensTru
stDoc.pdf. A research report entitled Realising
Children's Trust Arrangements is available on the
DfES research site at http//www.dfes.gov.uk/resea
rch/data/uploadfiles/RR682.pdf Children and
Young Peoples Plan (CYYP) The CYPP guidance
sets out the framework for local authorities to
work with partners to produce a strategic plan.
The plan describes the actions and
provisions local authorities will use to achieve
the five outcomes for children and young people.
It is available at http//www.everychildmatters.go
v.uk/resources-and-practice/search/IG00013/
Guidance on the Children and Young Peoples Plan
is available at http//www.everychildmatters.gov.u
k/_files/51853DEA7531870BC1B6EAE15E554D34.pdf Annu
al Review of Childrens and Young Peoples Plan
(ARCYPP) Under Section 38 of the Education
Inspections Act 2006 there is a duty on schools
to have regard to the CYPP e.g. when undergoing
their strategic planning. In addition, The
Children and Young Peoples Plan (England)
Amendment Regulations 2007 place a duty on local
authorities to consult schools, school forums and
school admission forms during the preparation of
the CYPP. For additional context See ARCYPP
page 12, points 41 43 - http//www.everychildmat
ters.gov.uk/IG00192/. For additional context
www.everychildmatters.gov.uk/strategy/planningandc
ommissioning/CYPP/ Continued on next page
8
Strategy and Planning
Joint planning and commissioning - Information on
joint planning and commissioning key to meeting
the aims and objectives of the ECM agenda can
be found at http//www.everychildmatters.gov.uk/st
rategy/planningandcommissioning/ Targeted Youth
Support (TYS) Targeted youth support is
targeted at young people with additional needs
beyond those delivered universally. It is
delivered collaboratively through a range of
services. A toolkit is available, aimed at
helping local authorities and Childrens Trusts
reform their targeted youth support services, at
http//www.everychildmatters.gov.uk/deliveringserv
ices/targetedyouthsupport/.
9
Strategy and Planning

• Childrens services directories All local
  authorities should have a service directory
  providing comprehensive information on local
  providers, eligibility criteria, geographical
  location and referral procedures. These should be
  kept up to date and all professionals working
  with children and young people should have ready
  access. This includes schools. The Childcare Act
  2006 contains a duty requiring local authorities
  to provide information to parents on childcare
  and other local support services for children and
  young people up to the age of 20. For more
  information see http//www.everychildmatters.gov.u
  k/deliveringservices/servicedirectories/. There
  is a link, on this site, to the research carried
  out on behalf of the DfES by the National Family
  and Parenting Institute. See http//www.dfes.gov.u
  k/research/data/uploadfiles/RR731.pdf. Links to
  existing service directories can be found at
  http//www.everychildmatters.gov.uk/_files/Service
  20Directories20list.doc
• Voluntary Community Sector The Voluntary and
  Community Sector is a key strategic partner in
  the design and delivery of the DfES services
  especially as they assist with translating
  national programmes and intiatives to needs at a
  local and regional level. The following site
  gives more information on the need to work with
  the Sector because it has the ability to bring
  new ideas to service delivery, and can reach
  people that statutory services sometimes find
  hard to work with http//www.dfes.gov.uk/voluntee
  ring/. In addition, the Every Child Matters
  website provides additional context and guidance,
  particularly in the document Engaging the
  Voluntary and Community Sectors in Children's
  Trusts available on http//www.everychildmatters.
  gov.uk/strategy/voluntaryandcommunity/
• National Childrens Information Service (NCIS)
  the following site http//www.nacis.org.uk/about/i
  ndex.htm provides a background to this service
  whose objectives include to link, support and
  promote local childcare information services and
  promote research into childcare needs as well as
  to associate together in areas individuals, local
  authorities, voluntary and other organisations.
  Every local authority in England has a childrens
  information service (CIS), follow the link to
  find yours http//www.nacis.org.uk/contactcis/eng
  land/index.htm. There is additional information
  on the Sure Start site at http//www.surestart.gov
  .uk/surestartservices/childcare/childrensinformati
  onservice/
• Information sharing Sharing information is
  vital for early intervention to ensure that
  children and young people get the services they
  require. It is also essential to protect children
  and young people from suffering harm from abuse
  or neglect, and to prevent them from offending.
  The practitioners guide and other useful
  publications are available on the ECM website at
  http//www.everychildmatters.gov.uk/deliveringserv
  ices/informationsharing/

Guidance to schools on range of services, based
on current electronic service directory
10
Strategy and Planning
National Service Framework The Childrens
National Service Framework (NSF), established in
2004, sets standards for childrens health and
social services, and the interface of those
services with education. The Framework is
available at http//www.dh.gov.uk/PolicyAndGuidanc
e/HealthAndSocialCareTopics/ChildrenServices/Child
renServicesInformation/fs/en. There are a number
of key documents that outline the Framework,
which can be accessed from this page Children Act
2004 The Act provides a legislative spine for
the wider strategy for improving children's
lives. This covers the universal services which
every child accesses, and more targeted services
for those with additional needs. The overall aim
is to encourage integrated planning,
commissioning and delivery of services as well as
improve multi-disciplinary working, remove
duplication, increase accountability and improve
the coordination of individual and joint
inspections in local authorities. For more info
including the full text of the Act and the follow
on reports http//www.dfes.gov.uk/publications/ch
ildrenactreport/ as well as http//www.everychild
matters.gov.uk/strategy/guidance/ Social care,
welfare, protection A key aspect of the Every
Child Matters agenda is to ensure that there is a
structure in place to support the joining up of
services so that every child can achieve the five
ECM outcomes. Further detail is available at
http//www.everychildmatters.gov.uk/socialcare/ Ch
ild protection / safeguarding Every child and
young person has the right to protection. This
right is enshrined in the 1989 Children Act.
Background information on the responsibility of
schools is available at http//www.teachernet.gov.
uk/management/atoz/c/childprotection/. Further
information including a model policy can be found
at http//www.teachernet.gov.uk/wholeschool/family
andcommunity/childprotection/. There is also
information on the Every Child Matters website -
see http//www.everychildmatters.gov.uk/socialcare
/safeguarding/. This site also contains guidance
on good practice and information on the role of
Local Safeguarding Childrens Boards (LSCBs)
Continued on next page
11
Strategy and Planning

• Special Educational Needs and Disability The
  SEN webpages on Teachernet provide access to key
  documents and associated resources for schools,
  governors, teachers, support staff, parents and
  children on SEN and disability. This includes the
  SEN Code of Practice and the responsibilities for
  schools under the Disability Discrimination Act.
  See http//www.teachernet.gov.uk/wholeschool/sen/
  
• Governor responsibilities Section 38 of the
  Education and Inspections Act 2006 introduced 4
  new responsibilities for governing bodies, 2 of
  which are relevant to Swift and Easy Referral
• to promote the wellbeing of pupils at the school
  when discharging their functions relating to the
  conduct of the school
• to have regard to any relevant Children and Young
  Peoples Plan (CYPP) in exercising their
  functions in relation to the conduct of the
  school
• Further detail is available in the explanatory
  notes to the Act (See paragraphs 181-188)
  available at www.opsi.gov.uk/acts/en2006/ukpgaen_2
  0060040_en.pdf. Further guidance may be available
  on Governornet at www.governornet.co.uk and will
  certainly appear in the next amendments to The
  Guide to the Law same site

12
Preventative Work (1)

• Whilst developing their extended services
  provision, schools will build relationships with
  many new partner organisations, including both
  the statutory and voluntary/community sector.
  This part of the SEA guidance encourages schools
  to consider how these new partners can help with
  the schools preventative work, including in the
  areas of other parts of the core offer e.g.
  parenting support, varied menu of activities etc.
  
• Partners can also play an increasing role in
  preventative work within the curriculum e.g.
  personal, social and health education (PSHE)
• LAs and other childrens trust partners are
  encouraged to support schools in promoting
  preventative work in this way

13
Preventative Work (2)

• Parenting support In October 2006, the DfES
  published Parenting Support Guidance for Local
  Authorities in England. The purpose of the
  guidance is to support local authorities and
  childrens trusts in their development of a
  continuum of support for parents. The document
  can be found at http//www.everychildmatters.gov.u
  k/resources-and-practice/IG00169/. The ECM
  website contains a separate section entitled
  Parents, carers and families which contains a lot
  of useful information including guidance on how
  to help parents/carers participate in the
  development and delivery of multi-agency
  services. See http//www.everychildmatters.gov.uk/
  parents/
• Healthy schools, healthy children? In July
  2006 Ofsted published a report on the
  contribution of education to pupils health and
  well-being. The report produced recommendations
  of relevance for the DfES, DH, LAs and schools.
  See http//www.ofsted.gov.uk/assets/Internet_Conte
  nt/Publications_Team/File_attachments/healthy2563.
  pdf
• Study support (varied menu of activities) The
  study support website is at http//www.standards.d
  fes.gov.uk/studysupport/. The Study Support
  Framework can be accessed from this site or
  directly from http//www.standards.dfes.gov.uk/stu
  dysupport/816987/817959/study_support_framework.pd
  f
• Extended Schools Improving Access to Sexual
  Health Advice Services This guidance provides
  practical advice and support on setting up
  school-based health advice services, designed to
  give young people access to the advice and
  support they need to achieve healthy lifestyles
  and avoid health outcomes that impact negatively
  on their learning. It builds on recent guidance
  to Local Authorities and PCTs on effective
  delivery of local teenage pregnancy strategies,
  which included a range of measures to improve
  young peoples access to contraceptive and sexual
  health advice. See www.teachernet.gov.uk/_doc/1078
  9/Sexual20Health20Advice.pdf
• Extended schools and health services working
  together for better outcomes for children and
  families This document has been produced for
  health professionals to explain the extended
  schools agenda. It is produced jointly with
  Department for Health and Care Service
  Improvement Partnerships. It contains useful
  summary information for schools. See
  www.teachernet.gov.uk/docbank/index.cfm?id10530
• Looking for a school nurse? This is aimed at
  headteachers. It sets out both the advantages and
  some of the practical considerations of having a
  school nurse either on-site, or assigned to a
  school or cluster of schools. See
  www.everychildmatters.gov.uk/resources-and-practic
  e/IG00054/
• National Curriculum requirements on PSHE and
  Citizenship The programmes of study for both
  PSHE and Citizenship can be found on the National
  Curriculum Online website at www.nc.uk.net/
• Healthy Schools The healthy schools website is
  at www.wiredforhealth.gov.uk/
• Continued on next page

14
Preventative Work (3)

• Connexions The connexions gateway website is
  available at http//www.connexions.gov.uk/. For
  Connexions publications see http//www.connexions.
  gov.uk/partnerships/. However, Connexions is
  being transferred to local Childrens Trusts so
  some of the material may be out of date. Up to
  date information can be found on the Every Child
  Matters (ECM) website at http//www.everychildmatt
  ers.gov.uk/youthmatters/connexions/
• Youth justice Access to youth justice
  information is available on the ECM website at
  http//www.everychildmatters.gov.uk/youthjustice/.
  Information relevant to Youth Matters is
  available in the same website at
  http//www.everychildmatters.gov.uk/youthmatters/
  
• BANDA The behaviour and attendance website
  contains useful information and good practice
  examples of the work achieved through the
  Behaviour Improvement Programme (BIP) and with
  Behaviour and Education Support Teams (BEST). See
  http//www.dfes.gov.uk/behaviourandattendance/
• Social and Emotional Aspects of Learning (SEAL)
  The SEAL pilot in primary schools is explained at
  http//www.bandapilot.org.uk/. This website
  contains materials and other resources emerging
  from the pilot. SEAL has now been extended to
  secondary schools. Materials and guidance for
  both primary and secondary schools can be found
  at http//www.teachernet.gov.uk/teachingandlearnin
  g/socialandpastoral/sebs1/seal/
• Effective Joint Working between Child and
  Adolescent Mental Health Services (CAMHS) and
  Schools Pettitt, B., 2003. This report sets out
  the findings of research conducted by the Mental
  Health Foundation commissioned by Department of
  Education and Skills to explore joint working
  between schools and CAMHS in England and identify
  ways in which this might be improved. A research
  brief with key conclusions os also available. See
  http//www.dfes.gov.uk/research/data/uploadfiles/R
  R412.pdf for the full report
• Safer school partnerships Safer School
  Partnerships, where police are based in
  schools, take a joined-up approach to crime
  prevention, school safety, behaviour improvement
  and educational achievement. See
  http//www.everychildmatters.gov.uk/ete/ssp/.
  Principles for a police school protocol are
  available at http//www.teachernet.gov.uk/_doc/148
  4/protocol_FINAL.doc. A useful checklist for
  police and schools working together is available
  at http//www.dfes.gov.uk/schoolattendance/uploads
  /Together_we_can_tackle_it.pdf. To understand
  safer school partnerships in more depth and learn
  about what is being achieved see
  http//www.yjb.gov.uk/en-gb/practitioners/Preventi
  on/SSP/
• Resources and professional development The
  Teachernet PSHE website contains information on
  resources, training, professional development and
  support on a number a wide range of health
  issues. See www.teachernet.gov.uk/pshe/. Further
  information is available on the Wired for Health
  teaching and learning site at http//www.wiredforh
  ealth.gov.uk/cat.php?catid841docid7216

15
Identification Assessment (1)
This part of the Swift and Easy Access guidance
promotes the early identification of childrens
emerging problems, encouraging more systematic
activities to identify needs within schools.
Whenever potential difficulties are noted, an
early holistic assessment will help to determine
whether additional support would be of benefit.
The Common Assessment Framework is designed for
this purpose, and schools can access training in
the process through their local authorities.
Common assessment may be carried out by school
staff with the help of other agencies
16
Identification Assessment (2)

• Common Assessment Framework (CAF) The CAF is a
  key part of delivering frontline services that
  are integrated and focused around the needs of
  children and young people. The CAF is a
  standardised approach to conducting an assessment
  of a child's additional needs and deciding how
  those needs should be met. It is intended for use
  by practitioners across children's services in
  England. For more information and appropriate
  publications see http//www.everychildmatters.gov.
  uk/deliveringservices/caf/ An evaluation report
  will be made available on the DfES Research
  website in the near future at http//www.dfes.gov.
  uk/research/
• Lead professional The lead professional takes
  the lead to coordinate provision and act as a
  single point of contact for a child and their
  family when a range of services are involved and
  an integrated response is required. See
  http//www.everychildmatters.gov.uk/deliveringserv
  ices/leadprofessional/ for more information.
• Targeted Youth Support (TYS) Information and
  resources from the Targeted Youth Support
  Pathfinder can be found on the ECM website. The
  material here will be used to support the
  national rollout in 2007. See http//www.everychil
  dmatters.gov.uk/deliveringservices/targetedyouthsu
  pport/
• Integrated Children's System The Integrated
  Children's System (ICS) is a framework for
  working with children in need and their families.
  The practice and case record keeping is supported
  by information technology that is designed to
  handle a large amount of information on
  individual children. Information is available on
  the ECM website at http//www.everychildmatters.go
  v.uk/ics/
• Case studies on information sharing Case
  studies from pathfinder local authorities on the
  information sharing index and the CAF are
  available at http//www.everychildmatters.gov.uk/r
  esources-and-practice/search/?cat25942
• The mental health of children and adolescents in
  Great Britain Meltzer, H. and Gatward, R. 2000.
• This survey of the mental health of children and
  adolescents in Great Britain was carried out on
  behalf of the Department of Health, the Scottish
  Health Executive and the National Assembly for
  Wales. The aims of the survey to produce
  prevalence rates of the three main childhood
  mental disorders to determine the impact and
  burden of childrens mental health problems to
  examine the use of services. The full survey and
  a summary are at www.statistics.gov.uk/statbase/Pr
  oduct.asp?vlnk3983 and http//www.dh.gov.uk/Polic
  yAndGuidance/HealthAndSocialCareTopics/ChildrenSer
  vices/ChildrenServicesInformation/fs/en
• Continued on next page

Clear, communicated procedures to support schools
in identifying CYP in need based on CAF, drawing
on different services
17
Identification Assessment (3)

• Pre-Assessment Checklist for Common Assessment
  Framework (Pre-CAF) The pre-assessment
  checklist can be used by practitioners as an aid
  in deciding whether a common assessment is
  appropriate. The guide to definitions used in the
  CAF form gives a general description of signs to
  look for in relation to each of the three
  elements of CAF. More information about the
  Pre-CAF can be found at http//www.everychildmatt
  ers.gov.uk/resources-and-practice/TP00004/ and
  http//www.everychildmatters.gov.uk/deliveringserv
  ices/caf/
• Learning mentors originally introduced as part
  of the Excellence in Cities agenda. They focus on
  working with small numbers of children in order
  to remove barriers to learning and supporting
  achievement. See www.standards.dfes.gov.uk/learnin
  gmentors/
• Governing bodies Section 38 of the Education
  and Inspections Act 2006 introduced 4 new
  responsibilities for governing bodies, 2 of which
  are relevant to Swift and Easy Referral
• to promote the wellbeing of pupils at the school
  when discharging their functions relating to the
  conduct of the school
• to have regard to any relevant Children and Young
  Peoples Plan (CYPP) in exercising their
  functions in relation to the conduct of the
  school
• Further detail is available in the explanatory
  notes to the Act (See paragraphs 181 to 188)
  available at www.opsi.gov.uk/acts/en2006/ukpgaen_2
  0060040_en.pdf. Further guidance may be available
  on Governornet at www.governornet.co.uk and will
  certainly appear in the next amendments to The
  Guide to the Law same site
• School Improvement Planning A new publication
  is available on the Teachernet Extended Schools
  website entitled Extended services supporting
  school improvement. This publication aims to
  encourage schools, alongside delivery partners,
  to plan and develop extended services in a way
  that is integral to school improvement. See
  www.teachernet.gov.uk/docbank/index.cfm?id10747
• SER case studies There are a number of case
  studies on the Targeted Youth Support services
  website which describe how schools link with
  services outside the school to promote young
  people's general wellbeing and their ability to
  learn. There are other case studies on this
  website which demonstrate developing practice
  with regard to multi-agency working. Some of
  these deal directly with schools and
  identification and assessment. See
  http//www.everychildmatters.gov.uk/deliveringserv
  ices/targetedyouthsupport/casestudies/

Clear, communicated procedures to support schools
in identifying CYP in need based on CAF, drawing
on different services
18
In-School Support (1)
Schools are increasingly helping children and
young people to access additional support in
their familiar, and potentially non-stigmatising,
surroundings for this work. They are encouraged
to draw in professional expertise from a range of
practitioners such as those in behavioural,
psychological and health programmes, and to find
ways of integrating these skills into curricular
and extended activities. This could be via
drop-in provision on school sites where this is
appropriate. These arrangements could not be put
in place in schools without the help of local
authorities and childrens trust partners. These
are therefore encouraged to work with schools in
setting up these arrangements
19
In-School Support (1)

• Social and emotional aspects of learning (SEAL)
  SEAL offers a whole-curriculum framework for
  teaching social, emotional and behavioural skills
  to all children and is organised into seven
  themes which can be covered within a school year.
  The DfES resources are designed for primary aged
  children. For an introduction and links to other
  sites see http//www.teachernet.gov.uk/teachingand
  learning/socialandpastoral/sebs1/seal/.
  Information about the primary school behaviour
  and attendance pilot is available at
  http//www.bandapilot.org.uk/pages/seal/
• Family SEAL Family SEAL is designed to make
  explicit links between the support parents and
  carers provide their children when they are
  developing the social, emotional and behavioural
  skills and school based work. It is part of the
  behaviour and attendance pilot in primary
  schools. See http//www.bandapilot.org.uk/pages/se
  al/ws_familyseal.html for more information and
  access to resources
• Behaviour improvement programme (BIP) Resources
  and a toolkit for use with secondary aged
  children is available on the BIP pages of the
  behaviour and attendance website at
  http//www.dfes.gov.uk/behaviourimprovement/
• Bullying Bullying is an issue in all schools.
  The Dont Suffer in Silence website provides
  guidance and resources for teachers, parents and
  pupils. See http//www.dfes.gov.uk/bullying/
• Drugs, alcohol and tobacco The Wired for Health
  website provides useful information, curriculum
  support and sections relating to a range of
  health topics including drugs, alcohol and
  tobacco. There are also links to the teachernet
  site where there is access to resources,
  training, professional development and support
  for PSHE teachers. See http//www.wiredforhealth.g
  ov.uk/cat.php?catid841docid7216
• Extended Schools Improving Access to Sexual
  Health Advice Services This guidance provides
  practical advice and support on setting up
  school-based health advice services, designed to
  give young people access to the advice and
  support they need to achieve healthy lifestyles
  and avoid health outcomes that impact negatively
  on their learning. It builds on recent guidance
  to Local Authorities and PCTs on effective
  delivery of local teenage pregnancy strategies,
  which included a range of measures to improve
  young peoples access to contraceptive and sexual
  health advice. See www.teachernet.gov.uk/_doc/1078
  9/Sexual20Health20Advice.pdf
• Continued on next page

20
In-School Support (2)

• Parents website Information for parents with
  external links to useful websites on the above
  topics and others are available at
  http//www.parentscentre.gov.uk/behaviouranddiscip
  line/. Being aware of this site is useful for
  schools
• National Service Framework The Childrens
  National Service Framework (NSF) sets standards
  for childrens health and social services, and
  the interface of those services with education.
  The Framework is available at http//www.dh.gov.uk
  /PolicyAndGuidance/HealthAndSocialCareTopics/Child
  renServices/ChildrenServicesInformation/fs/en
• Every Child Matters (ECM) the ECM website
  provides a gateway to relevant publications and
  resources http//www.everychildmatters.gov.uk/.
  There is an area dedicated to multi-agency
  working on the website at http//www.everychildmat
  ters.gov.uk/deliveringservices/multiagencyworking/
  and the voluntary and community sector at
  http//www.everychildmatters.gov.uk/strategy/volun
  taryandcommunity/
• Children's services inspection New arrangements
  for inspection of children's services at local
  authority area level were prompted by the
  proposals set out in the Every Child Matters
  green paper and provided for in the Children Act
  2004. Integrated inspection of children's
  services, replacing inspections of individual
  services, is a driver of improvement. There are
  now two inspection processes the annual
  performance assessment (APA) of council services
  and the Joint Area Review (JAR) which is
  multi-agency in approach and looks more deeply.
  Further information can be found at
  http//www.everychildmatters.gov.uk/strategy/inspe
  ction/
• Children and Young Peoples Plan (CYYP)
  Guidance on the Children and Young Peoples Plan
  is available at http//www.everychildmatters.gov.u
  k/_files/51853DEA7531870BC1B6EAE15E554D34.pdf
• Childrens Trusts Children's trusts bring
  together all services for children and young
  people in an area, underpinned by the Children
  Act 2004 duty to cooperate, to focus on improving
  outcomes for all children and young people.
  Information on childrens trusts and other
  related information is available at
  http//www.everychildmatters.gov.uk/aims/childrens
  trusts/. There is a link on the front page to the
  work undertaken in the pathfinder authorities.
• Continued on next page

21
In-School Support (3)

• Looking for a school nurse? This is aimed at
  headteachers. It sets out both the advantages and
  some of the practical considerations of having a
  school nurse either on-site, or assigned to a
  school or cluster of schools. See
  www.everychildmatters.gov.uk/resources-and-practic
  e/IG00054/
• Effective Joint Working between Child and
  Adolescent Mental Health Services (CAMHS) and
  Schools Pettitt, B., 2003. This report sets out
  the findings of research conducted by the Mental
  Health Foundation commissioned by Department of
  Education and Skills to explore joint working
  between schools and CAMHS in England and identify
  ways in which this might be improved. A research
  brief with key conclusions is also available. See
  http//www.dfes.gov.uk/research/data/uploadfiles/R
  R412.pdf for the full report
• Young peoples gateway This is a DfES website
  for young people. It provides links to other
  sites with guidance and support on a number of
  issues relevant to young people. See
  http//www.dfes.gov.uk/youngpeople/
• Teenage pregnancy A number of documents on
  health issues for young people have been
  published by the DfES. Two key documents are
  Teenage pregnancy next steps and Teenage
  pregnancy accelerating the strategy to 2010. The
  strategy is explained at http//www.everychildmatt
  ers.gov.uk/health/teenagepregnancy/. Links to
  these documents are also available on this site.
  In addition, within this site there is good
  content around setting up drop in centres.
• BANDA The behaviour and attendance website
  contains useful information and good practice
  examples of the work achieved through the
  Behaviour Improvement Programme (BIP) and with
  Behaviour and Education Support Teams (BEST). See
  http//www.dfes.gov.uk/behaviourandattendance/
• Sex Education Forum The Sex Education Forum has
  launched a new mini-site to support professionals
  in developing on-site sexual health services in
  schools and further education settings. The site
  explains the strategic benefits of locating
  services within schools and colleges and gives
  practical information about developing services.
  Visit the site to browse case-studies from around
  the country, read FAQs and listen to young people
  talking about their need for better information
  about sexual health and improved access to
  confidential services. In a related item, DfES
  (now Department for Children Schools and Families
  DCSF) has published new guidance, Improving
  Access to Sexual Health Services for Young People
  in Further Education Settings. This guidance was
  written by the Sex Education Forum. It is a
  strong statement that further education settings
  must be included in the picture when planning and
  delivering teenage pregnancy and sexual health
  initiatives for young people and includes case
  studies. See the SEF mini-site at
• http//www.ncb.org.uk/Page.asp?originx_5621wo_3444
  736000085f11g_2007221957e and download the PDF
  guidance at http//www.ncb.org.uk/dotpdf/open_acc
  ess_2/fe_guidance.pdf

22
Referral (1)
In some cases, schools, with the help of their
partner agencies, will determine that referral
for specialist assessment or services is needed.
These arrangements are working well where
referral pathways and protocols are agreed and
communicated between all agencies, including
schools. These agreements include clear
arrangements for updating information on
available services, time-frames for responses,
information-sharing and liaison, continuity and
coordination between agencies, and involvement of
family or carers.
23
Referral (2)

• Named individual When a referral is made to a
  local service there needs to be a named
  individual within the school staff who has
  responsibility for liaising with the pupil,
  her/his family and the service to be accessed.
  While this person does not need to be a teacher
  (s)he does need to hold a senior enough position
  in the school in order to a) command respect from
  all staff including pastoral managers, the SENCO
  and the senior leadership team, b) command
  respect from external agencies and be in a
  position to represent both the childs interests
  and the interests of the school and c) be
  acceptable to the parents of the child. See
  http//www.teachernet.gov.uk/wholeschool/extendeds
  chools/teachernetgovukcoreoffer/swiftandeasyreferr
  al/. The Every Child Matters website contains
  more detail on integrated working,
  http//www.everychildmatters.gov.uk/deliveringserv
  ices/integratedworking/, and a useful booklet
  entitled Making it happen, http//www.everychildma
  tters.gov.uk/_files/59881E141B8023DD062CB83E190F5A
  F5.pdf
• Lead professional The lead professional takes
  the lead to coordinate provision and act as a
  single point of contact for a child and their
  family when a range of services are involved and
  an integrated response is required. The named
  individual is the school link, but is not
  necessarily the lead professional. See
  http//www.everychildmatters.gov.uk/deliveringserv
  ices/leadprofessional/ for more information on
  the lead professional.
• Continued on next page

24
Referral (3)

• Every Child Matters (ECM) the ECM website
  provides a gateway to publications and resources
  relevant to LA6 in particular, and Swift and Easy
  Referral in general. The ECM website is at
  http//www.everychildmatters.gov.uk/. There is an
  area dedicated to multi-agency working on the
  website at http//www.everychildmatters.gov.uk/del
  iveringservices/multiagencyworking/ and the
  voluntary and community sector at
  http//www.everychildmatters.gov.uk/strategy/volun
  taryandcommunity/
• Children's services inspection New arrangements
  for inspection of children's services at local
  authority area level were prompted by the
  proposals set out in the Every Child Matters
  green paper and provided for in the Children Act
  2004. Integrated inspection of children's
  services, replacing inspections of individual
  services, is a driver of improvement. There are
  now two inspection processes the annual
  performance assessment (APA) of council services
  and the Joint Area Review (JAR) which is
  multi-agency in approach and looks more deeply.
  Further information can be found at
  http//www.everychildmatters.gov.uk/strategy/inspe
  ction/
• Children and Young Peoples Plan (CYYP)
  Guidance on the Children and Young Peoples Plan
  is available at http//www.everychildmatters.gov.u
  k/_files/51853DEA7531870BC1B6EAE15E554D34.pdf
• Teenage pregnancy A number of documents on
  health issues for young people have been
  published by the DfES. Two key documents are
  Teenage pregnancy next steps and Teenage
  pregnancy accelerating the strategy to 2010. The
  strategy is explained at http//www.everychildmatt
  ers.gov.uk/health/teenagepregnancy/. Links to
  these documents are also available on this site.
  In addition, within this site there is good
  content around setting up drop in centres.
• Childrens Trusts Children's trusts bring
  together all services for children and young
  people in an area, underpinned by the Children
  Act 2004 duty to cooperate, to focus on improving
  outcomes for all children and young people.
  Information on childrens trusts and other
  related information is available at
  http//www.everychildmatters.gov.uk/aims/childrens
  trusts/. There is a link on the front page to the
  work undertaken in the pathfinder authorities