EDUCATION ON HOLD: Caribbean are missing out on schooling ...
Pupils Missing out on Education
Transcript of Pupils Missing out on Education
Pupils Missingout onEducationOperating Framework
This guide sets out how the County Council manages the needs of Pupils Missing out on Education, and provides advice for schools and colleges on our approach
September 2016
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IntroductionChildren and young people who do not access school or appropriate alternative education are deemed to be vulnerable and their risk is increased as they continue to be without a school place. Safeguarding children and young people continues to be a key shared responsibility of the Local Authority, schools and other partners. High quality education provides children and young people with the necessary skills, knowledge and understanding as well as vital social and emotional skills to prepare for a confident future.
All children and young people of statutory school age are legally required to be on a school roll and to access full time education unless their medical needs prevent this or they are being electively home educated which is deemed suitable by the Local Authority. Schools are responsible for keeping children and young people safe during the school day and have the knowledge, expertise and resources to ensure that children and young people access their educational entitlement to fulfil their potential within the aspirational contexts of school.
For a small minority of children and young people, the ‘traditional’ school setting may not be appropriate for all or part of their learning experience. Education, for these children and young people, is offered in many different ways such as home tuition, virtual learning platforms or alternative provision (defined as education outside school, arranged by local authorities or schools). For those with medical needs who are in hospital, lessons may be provided in a classroom within the hospital or by individual staff at the bedside. The Local Authority has a statutory responsibility to identify those pupils who are missing out on education, track their whereabouts and ensure that they have access to a full-time education (where appropriate) through either direct tuition or commissioning alternative provision.
The Local Authority has a statutory responsibility to identify those pupils who are missing out on education
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PURPOSEThis framework is designed to establish robust methods for the identification, tracking/monitoring and facilitating the early re-engagement of pupils missing out on education into suitable full time educational provision. Clear strategies for identifying those pupils at risk of missing out on education will also be developed in collaboration with the Vulnerable Learners’ provision. The framework sets out how the Local Authority (LA) fulfils its statutory duties in relation to educational provision, safeguarding and the welfare of children and young people at risk of missing out on education.
In addition, this document sets out strategic priorities for change and identifies specific service priorities. You are encouraged to take time to read this carefully and familiarise yourself with the contents.
Definition of Children and Young People (Pupils) Missing Out on Education (PME)The vast majority of children and young people engage positively with school, attend regularly and are actively encouraged to do so by their parents and carers. It is vulnerable young people who are most likely not to attend school. The numbers overall are relatively small and the Local Authority recognises its responsibility to identify these vulnerable children and young people to ensure that the Local Authority’s resources are targeted to those who need them most.
Ofsted (in their report published in November 2013 entitled ‘Pupils Missing out on Education) defined Pupils Missing out on Education as pupils of compulsory school age who are not accessing full-time education (either in school or in alternative provision) and in its guidance to schools and local authorities, Ofsted advises that all schools, including academies, free, independent, private and non-maintained schools, must monitor pupils’ attendance through their daily register. Schools must inform local authorities of the details of pupils who are regularly absent from school or have missed 15 days or more (whether consecutive or cumulative) without permission.
Schools must inform local authorities of the details of pupils who are regularly absent from school or have missed 15 school days or more without permission
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The main PME groups have been identified as those who:• have been permanently excluded• have particular social and behavioural difficulties and have personalised
learning plans: this means that, by arrangement, they do not attend their usual school full time
• have mental health needs and access Child and Adolescent Mental Health Services (CAMHS), either as an in-patient or through services provided in the community
• have medical needs other than mental health needs • rarely attend school and have personalised learning plans as part of attempts
to reintegrate them into full-time education • are pregnant or are young mothers of compulsory school age• have complex needs and no suitable school place is available
A small number small of children and young people are also classified as pupils missing out on education as they do not attend school in the usual way because they:• are returning from custody and a school place has not been found for them • are new to the country and are awaiting a school place • are from a Gypsy, Roma or Traveller background and alternative provision
has been made • have moved from another area and a school place has not been secured;
this may include children who are looked after
In addition to the above, the Local Authority have identified the following groups of children and young people as at risk of being a ‘Pupil Missing out on Education.’ These include children and young people: • who are from Circus and Showmen families and alternative provision has
been made• who are accessing alternative provision via the Youth Offending Service (YOS)• who are ‘Children Missing Education (CME)’, as defined by the Department for
Education’s statutory guidance dated January 2015 entitled ‘Children Missing Education - Statutory guidance for local authorities’
• who are Electively Home Educated (EHE) and the education is deemed not to be ‘suitable’ or ‘efficient’ by the Local Authority
• who are carers• who go ‘missing’ during the school day (defined as missing on 3 separate
occasions in the last month)
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Why children and young people miss out on educationNationally children and young people miss out on education, or are at risk of missing out on education for a variety of reasons, including:• failing to start school, hence never entering the local education system• inability to secure a school place at first time admission, point of transfer or
mid-term• their medical needs including significant social, emotional and mental
health needs• their Special Educational Needs and Disabilities that cannot be met in either
mainstream or special schools• delays in commissioning placements in alternative educational provision -
mainstream or special• being withdrawn from school by parents/carers• transfer between local authorities• arriving in the country seeking asylum, refugee status or as European Union
(EU) nationals• transient traveller families• excluded from school on a fixed-term basis or those who are absent from
school without being formally excluded• failing to attend alternative provision or work placements• have been trafficked or subject to sexual exploitation• living in women’s refuges • young runaways• variety of indicators having a significant impact on their ability to access
full-time education (e.g. alcohol, substance misuse, family circumstances)
In Leicestershire evidence shows that the main reasons for pupils missing out on education are identified as:• medical needs, including significant social, emotional and mental health needs
(45% of the PME cohort)• behavioural issues including offending, long term non-attendance, bullying
issues etc (26% of the PME cohort)• Gypsy, Roma or Traveller background and alternative provision has been made
(including Circus and Showmen) (9% of the PME cohort)• special Educational Needs and Disabilities that cannot be met in either
mainstream or special schools (2% of the PME cohort)
The remaining 18% of the PME cohort includes a variety of smaller groups.
The reasons for children and young people dis-engaging from the education system are complex and the procedures aimed at reducing the risk of this
Behavioural issues including offending, long term non-attendance, bullying issues etc, which account for 26% of the PME cohort
It is particularly important to understand the reasons why pupils miss out on education as this ensures that the right strategies and actions are in place
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happening need to be robust and comprehensive. It is particularly important to understand the reasons why pupils miss out on education as this ensures that the right strategies and actions are in place, to:• address the root causes• develop appropriate processes and communication methods • identify, monitor and support children and young people who are defined as PME.
To ensure appropriate interventions are developed, the data and intelligence will continue to be shared with lead officers from the Local Authority along with prevention and early intervention services.
The role of the Local Authority and the Statutory GuidanceThe Local Authority has a duty to champion vulnerable learners and to ensure that all children and young people access an education suitable to their age, aptitude and any special educational needs they might have. The Local Authority is committed to working in partnership with schools and providers to ensure that all children have access to a full-time education and that they attend. In addition the Local Authority has a duty to hold schools and other providers to account and challenge when expectations, regarding educational provision, are not met.
The Ofsted PME report (published in November 2013) refers to local authority duties in respect of:• establishing the identities of children who are of compulsory school age who
are not registered at a school or receiving some other form of suitable education• providing suitable full-time education to permanently excluded pupils from
the sixth school day of exclusion • safeguarding children’s welfare, and their duty to co-operate with other
agencies in ensuring children’s safety• serving notice on parents, requiring them to satisfy the Local Authority that
their child is receiving a suitable education, when it is bought to the Local Authority’s attention that a child might not be receiving such education
• issuing School Attendance Orders (SAOs) to parents who fail to satisfy the Local Authority that their child is receiving a suitable and efficient education at home, and it would be more appropriate for the child to attend school
• prosecuting parents that do not comply with an SAO• prosecuting or fining parents who fail to ensure their school-registered child
attends school regularly• applying to court for an Education Supervision Order (ESO) for a child.
The PME pathway has been developed to ensure statutory compliance, pupil safety and educational outcomes for all pupils missing out on education
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The Key Aims and General Principles under which we will operateThe Operating Framework aims to ensure:• all pupils have access to a high quality education that meets their needs.• parents and carers have an understanding of the range and diversity of
educational choice that is available.• all schools have a clear understanding of how decisions are reached in
relation to PME and regarding their responsibilities in relation to the monthly PME returns
• all stakeholders have an understanding of PME and their individual responsibilities.
• the Local Authority’s response to PME is fair and transparent.
The collection of PME DataThe collection of PME data, from schools and other services, commenced in February 2015 and is completed on a monthly basis. The February 2016 PME data collection reported a total of 988 PME cases from 100% of schools and internal services. PME cases were evident in each year group from reception to year 11. The return rate from schools has increased steadily since February 2015.
Pupils Missing Out on Education PathwayIn line with the responsibilities outlined above, the Local Authority has a number of processes and procedures in place to fulfil these requirements. To further strengthen the Local Authority’s position, a ‘Pupil Missing out on Education’ pathway has been developed to ensure statutory compliance, pupil safety and educational outcomes for all pupils missing out on education.
The pathway consists of the following six key steps:• identification and referral• assessment• case management and oversight• identification of placement (alternative provision)• monitoring of progress• case closure.
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A diagram to illustrate the PME pathway is provide below.
Appendix 1 to this document provides a detailed overview of each PME group against the described pathway.
The PME Pathway
3.0 Case Management & Oversight• Refer to other
services• Liaise & manage
1.0 Identification & Referral• Referrals via
Stakeholder• Database
awareness (daily inputs & reports)
2.0 Assessment• Risk assess• Prioritise• Advise
5.0 Monitoring• Liaise/discuss• Review progress &
set targets• Track & monitor
6.0 Case Closure• Re-integrate &
cross-boundary arrangements
• Successful re-integration
• Case closure4.0 Identification of Placement• Identify &
commission placement
• Manage & communicate
Potential for re-referral
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All schools have a responsibility to inform the Local Authority of any pupil who fails to attend school regularly
1.0 Identification and referral
All stakeholders are responsible for regularly sharing information and making appropriate speedy referrals. Swift actions and decisions are key to identifying children and young people and to making the appropriate alternative educational arrangements.
1.1 The referral/identification routes for PME are:
1.1.1 Internal services
Pupils missing out on education are primarily identified by teams in the Local Authority, which have the responsibility to monitor their attendance and the provision/education in place. There are a number of internal services involved in this process:• School Admissions• Supporting Leicestershire Families (SLF)• Autism Outreach Service (AOS)• Special Educational Needs Assessment Service (SENA) • Education of Children in Care (ECiC)• Pupil Services, including Children with Medical Needs (CMN),
Elective Home Education (EHE), Children Missing Education (CME) and Exclusions
• Youth Offending Service (YOS)
In addition, referrals are received from other local authorities, external agencies, the general public, schools, children and young people. Other agencies, such as Leicestershire Safeguarding Children’s Board (LSCB), UK Border Agency and Health, are encouraged to inform their staff about appropriate referral routes.
1.1.2 PME data collection
A data collection method has been developed to capture data from internal services and all maintained schools and academies. The data includes pupil attendance information and the number of hours of education the pupil has access to. The data forms a central record for the Local Authority. In addition, the data is collected through monthly returns and it identifies all pupils who are not accessing a full-time education. The data collection will shortly be widened to incorporate all independent and private schools where the local authority has pupils placed and is responsible for. This development will also include developing procedures to collect capture data for all out of county schools where Leicestershire pupils attend.
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Data is collected electronically via AnyComms+. The PME data return provides the data fields required by Ofsted and those identified in Ofsted’s PME report.
1.1.3 General Non-Attendance Notifications
All schools have a responsibility to inform the local authority of any pupil who fails to attend school regularly, or has been absent without the school’s permission for a period of 15 days or more (whether consecutive or cumulative).
The Local Authority has established processes and relationships with schools to identify and track pupils who are absent for a period of 15 days (whether consecutive or cumulative) or more. These processes are embedded in the CME procedures /practice. ‘School Attendance Guidance’ has been developed and circulated to schools providing details on monitoring attendance and reporting pupils who are missing out on education.
1.1.4 Permanent exclusion
Schools are provided with details of pupils with fixed term exclusions in excess of thirty five days. This ensures schools do not exceed the number of days for fixed term exclusions for an individual pupil prior to becoming permanent.
1.2 Receiving referrals / notifications:
The referral channels will be:• Online referrals made via the LSCB website or the Pupil Service’s
website • Email / telephone / letter• Running a range of specialist reports to capture children missing from
education.
All Children Missing Education are risk assessed regularly and action is prioritised accordingly
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2.0 Assessment
Following receipt of referrals, pupil information is assessed, ensuring that the correct information is available for the purpose of decision making. Assessment includes conducting a risk assessment (as described in 2.1.1 below), the prioritisation of caseloads and providing advice. Prior to any case management, the Local Authority will conduct a thorough assessment.
On receipt of the electronic data returns (e.g. PME data return), data is cross-referenced with school data and internal service information. This initial assessment process determines whether accurate information has been provided by schools e.g. attendance codes and/or if any further action is required as well as highlighting those PME cases already known to the Local Authority.
The section below outlines assessment processes across the various PME groups:
2.1.1 Children Missing Education (CME)
All CME referrals/notifications received are risk assessed and prioritised using a Red, Amber & Green (RAG) rating system, which is re-assessed regularly. The risk assessment has twenty indicators and each case is risk assessed on the information available. The outcome of the risk assessment determines whether the case is treated as high, medium or low priority.
Pupils defined as CME (in line with the statutory guidance) are identified as ‘not on a school roll or being ‘suitably’ and ‘efficiently’ educated at home. In addition, Leicestershire’s definition states that the child’s whereabouts is known; all pupils in this category are treated as ‘high priority.’ In addition, the Local Authority tracks pupils whose whereabouts is deemed to be ‘unknown.’
The Local Authority encourage stakeholders to complete the CME referral form which includes the twenty risk indicators, referred to above, and a ‘Signs of Safety’ section for completion. This is an approach which investigates risks, strengths, safety and asks professionals to think about positive future action and intervention. These elements ensure the referrer includes as much information as possible including what they are worried about and what action needs to be taken.
The Local Authority tracks pupils who are not on a school roll or being ‘suitably’ and ‘efficiently’ educated at home
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2.1.2 Children with Medical Needs (CMN) and Elective HomeEducation (EHE)
The referral form for CMN and EHE also incorporate the risk indicators and ‘Signs of Safety’ as referred to above in 2.1.1.
2.1.3 Permanent exclusions
The Local Authority receives notifications of all permanent exclusions and ensures the necessary referrals are made to re-engage the child or young person in education from the sixth day of exclusion.
Primary aged pupils are referred directly (on the same day) to Oakfield Short Stay School and secondary aged pupils are referred directly to one of the appropriate Behaviour Partnerships to arrange provision from the sixth day.
3.0 Case management and oversight
Ensuring children and young people are able to access full-time education in an appropriate setting with the most appropriate provider is as critical as identifying them in the first place.
The circumstances of individual pupils are consistently managed. Liaison, with other stakeholders, is completed where necessary. It is sometimes appropriate to make additional referrals to re-engage pupils in education.
Detailed analysis is undertaken for each PME data return. This data is regularly scrutinised by lead officers in the Local Authority and the LSCB.
3.1 The section below outlines different case management and oversight processes for PME groups:
3.1.1 Internal services
Information will be exchanged with internal services following each PME data collection, for example pupils with an Education, Health and Care Plan (EHCP), statement or SEN Support Plan will be referred to SENA to consider reviewing the top-up funding whilst they are not in.
Ensuring children and young people are able to access full-time education in an appropriate setting with the most appropriate provider is as critical as identifying them in the first place
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3.1.2 Children Missing Education (CME)
For those pupils not on a school roll (whereabouts known and not known), a wide range of enquiries and investigations are undertaken to re-engage the child/young person in education without delay. In addition, searches on Facebook, other social media sites and the social care data base (Frameworki) are completed every two weeks. The team ensures that all those risk assessed as ‘Red’ are dealt with as high priority and are re-visited daily.
The team also liaise with internal services e.g. School Admissions and Legal Services in relation to children and young people who have been refused a school place. The Local Authority will issue a ‘Notice of Intention’ to prosecute, when pupils do not take up their allocated school place after a specific number of days.
3.1.3 Children with Medical Needs (CMN)
After undertaking an initial assessment, parental contact is established and additional relevant information is collated. Close contact is maintained with parents and the ‘home’ school. The Local Authority ensures that parents are actively involved in any decision making with regards their child’s educational programme and that all ‘home’ schools will maintain close links with the child or young person, their family and other key agencies, in line with statutory guidance.
Referrals are made to other services (e.g. CAMHS), to gain additional information and further professional advice. Management oversight is present, at all stages to challenge decisions made.
3.1.4 Elective Home Education (EHE) (for children / young people whose education is deemed not suitable or efficient)
Where children and young people who are not on the roll of a school, e.g. those who are electively home educated, and their education is deemed ‘not suitable’ and ‘in-efficient’, the Local Authority offers advice to parents, to improve the quality and standard of the education they provide.
At specific times in the child’s education (e.g. transfer from primary to secondary), the Local Authority provides advice to parents about school admissions, should parents wish for their
The Local Authority ensures that parents are actively involved in any decision making with regards to their child’s educational programme
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child/ren to return to school. In addition, the Local Authority signposts parents to other organisations e.g. Prospects to access careers guidance.
3.1.5 Exclusions
The Local Authority notifies all schools, on a twice-termly basis of when individual pupils have in excess of an agreed number of days of fixed-term exclusions. Those schools with high rates of fixed and permanent exclusion will be referred to Lead Officers from the Local Authority for monitoring. In addition, appropriate support and challenge will be provided to schools to minimise exclusions and to improve pupils access to full-time education.
Oakfield Short Stay School facilitates sixth day provision for primary aged pupils. The Behaviour Partnerships facilitate sixth day provision for Key Stage 3 and 4 pupils and have established processes/procedures in place to monitor the attendance for pupils in alternative provision.
4.0 Identifying placement
The Local Authority will commission education for children and young people who do not have a school place, e.g. when a parent is not allocated a school place in line with their preference.
4.1 The section below outlines placement identification processes across the different PME groups:
4.1.1 CME
The team liaises with School Admissions to ensure parents receive advice and support concerning applying for a school place, to re-engage their child without delay e.g. pupils without a school place, whose whereabouts are known (see paragraph 2.1.1). The Local Authority will commission provision to ensure children access education, as appropriate.
4.1.2 Children with Medical Needs
When an educational placement is required, children and young people are referred to the most appropriate provider for a needs assessment. The provider makes recommendations in line with specific requirements made by the Local Authority. The provision commissioned by the Local Authority includes a range of flexible, adaptable educational provision that is available to respond to all
The Local Authority maintains close links with the child/young person, their family, the ‘home’ school and other key agencies
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individual’s needs. When appropriate provision is arranged, this is reviewed half termly for both quality and progress.
The Local Authority maintains close links with the child and young person, their family, the ‘home’ school and other key agencies.
4.1.3 EHE (for children / young people whose education is deemed not suitable or efficient)
The Local Authority provides advice and support when parents express a preference to return their child to school. School Admissions advise parents about suitable schools with space and assist them with completing their application. If the education provided, continues to be assessed as ‘unsuitable’ and ‘inefficient,’ the Local Authority will pursue a School Attendance Order, following a referral to the Court Team.
4.1.4 Permanent Exclusions
The Local Authority’s provision at Oakfield Short Stay School, provides places for primary aged pupils and the Behaviour Partnerships commission alternative provision, in line with the individual learning needs, for secondary aged pupils.
5.0 Monitoring
Tracking and monitoring is undertaken of all pupils through the monthly PME data return from schools, providers and internal services. Educational arrangements are regularly reviewed and new targets are set.
Each electronic data return allows the Local Authority to review the average attendance and number of hours of education, in line with previously agreed targets in order to trigger further interventions.
5.1 The section below outlines the specific monitoring processes undertaken across the PME groups:
5.1.1 Children Missing Education (CME)
All cases are monitored regularly in accordance with internal procedures. Management challenge is present, when decisions are made. Weekly meetings enable the team to evaluate workloads and to set targets.
5.1.2 Children with Medical Needs (CMN)
All cases are monitored regularly in accordance with internal procedures. Management challenge is present, when decisions are made
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All commissioned providers will be made aware of the standard required, by the Local Authority, in relation to the pupil’s: • education plans• base-line assessments• targets • review documentation• attendance data• outcomes data.
The quality of alternative provision commissioned by the Local Authority is rigorously evaluated by analysing academic progress and attainment, alongside personal development.
This is achieved by:• obtaining regular information to determine each individual
pupil’s progress• ensuring that re-integration/exit reviews detail all progress
made and the outcomes for that pupil• alternative providers and schools (to where the pupil is
returning), should involve the pupil and their family when devising high quality appropriate transition plans.
5.1.3 EHE (for children / young people whose education is deemed not suitable or efficient)
The Local Authority re-assesses the education after a specific period of time (usually six weeks) and provides further advice as necessary. If the education continues to be deemed ‘not suitable’ and ‘inefficient’ then a formal notice is given to parents regarding the issue of a School Attendance Order (SAO). Parents are given a maximum of 8 weeks to secure a place on the roll of a local school, although there may be exceptional cases that require more time. The parents will be served with a Notice of Intention if they do not provide their child/ren with education. The Notice of Intention informs parents that they must satisfy the Local Authority that they are providing an education for their child/ren.
The School Admissions team liaise with parents about schools with spaces. The Local Authority also conducts safe and well checks, as appropriate, when the LA has concerns about the welfare of a child.
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5.1.4 Permanent exclusions
Schools are provided with details of pupils with fixed term exclusions in excess of thirty five days. This ensures schools do not exceed the number of days for fixed term exclusions for an individual pupil prior to becoming permanent. Any issues with ‘illegal’ exclusions will be referred to the respective Local Authority Senior Officer.
When alternative provision is commissioned for permanently excluded or dual registered pupils of primary age, Oakfield Short Stay School are responsible for the monitoring and quality assurance of the educational provision. When alternative provision is commissioned for permanently excluded or dual registered pupils of secondary age, the Behaviour Partnerships quality assure the educational provision, the law allows for pupils to be dual registered at more than one school.
6.0 Case closure
When children and young people successfully return to full time education, risk assessments are conducted to ensure they are accessing an appropriate education and to ensure they remain safe.
6.1 Individual case closure processes for specific PME groups are:
6.1.1 Children Missing Education (CME)
When pupils return to school and are attending regularly, a Merton Risk Assessment is completed to determine whether there are any other areas of concern or if repeat patterns of behaviour are likely. These risk assessments are subject to management challenge. If a child moves to another local authority, the team will formally pass the case over prior to completing the Merton Risk assessment. If the child moves abroad, the team will confirm the move before completing the risk assessment.
If a pupil’s whereabouts is unknown and all necessary enquiries have been completed, a referral is made to the Local Authority’s Case Closure Panel for consideration and Assistant Director sign-off to close the case. Cases that are closed are re-investigated periodically to ensure the decision making is robust.
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6.1.2 Children with Medical Needs (CMN)
Merton Risk Assessments are also completed when children and young people with medical needs return to their ‘home’ school. In addition, pupil and parent feedback is obtained using questionnaires.
To ensure the re-integration is successful, the following is paramount:• Realistic targets are based on the individual pupil’s needs• High quality support is in place for the individual concerned• Regular six weekly reviews are scheduled• The final re-integration review when the child or young person
can successfully re-integrate back into full time education• Regular communication with parents is maintained.
6.1.3 EHE (for children / young people whose education is deemed not suitable or efficient)
Merton Risk Assessments are also completed when children and young people who are electively home educated, return to school. In addition, brief risk assessments are carried out when the education moves to ‘suitable’ and ‘efficient.’
6.1.4 Permanent exclusions
Cases are closed, after the timescales for a parent to exercise their right to request a ‘review of the decision’ have lapsed.
Following case closure, children and young people can return to the start of the pathway process through on-going risk assessment.
How can schools, colleges and other agencies help?To ensure that the needs of Pupils Missing out on Education are effectively managed by all concerned, we ask your support to:• provide accurate information on time• communicate with us when necessary• seek advice as appropriate• let us know as soon as possible if you have concerns about a child or
young person.
Footnote to read – A Merton Risk Assessment is a tool which enables the gathering of information, the analysis of information and the judgement of risk
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CONCLUSIONEstablishing the processes and procedures referred to in this Operational Framework has bought further cultural change across the Local Authority and with key stakeholders. Raising awareness, in relation to Pupils Missing out on Education, is vitally important in ensuring that everyone understands their responsibilities, for these pupils, so as to enable working in partnership to secure the best outcomes for children and young people.
Where to get advice or further informationYou may get further advice and information about the content of this framework and other matters relating to Pupils Missing out on Education by contacting a member of the Pupil Services Team on:
• Phone: 0116 305 2071• Fax: 0116 305 6330• Email: [email protected]
CommunicationIn terms of the delivery of PME services, the Local Authority will:• ensure that schools are well informed and can easily find the information they need• ensure that communications are timely, accurate and appropriate• ensure that parents, young people and schools feel that the processes for PME are
well managed• minimise concerns, and maximise engagement, through proactive communication • manage our reputation by mitigating risk.
ReportThe tracking and monitoring of PME is the responsibility of Pupil Services. Progress reports are presented regularly to lead officers within the Local Authority, to provide data updates and enable consideration of key issues. It is anticipated that additional reports will be presented to the LSCB twice a year.
ReviewThis Operating Framework has been produced at a time of considerable change to the educational landscape, the document will therefore be reviewed regularly to ensure it is appropriate to need.
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ce (s
choo
l &
alte
rnat
ive
prov
isio
n).
Cas
es a
lso
disc
usse
d &
revi
ewed
at B
P m
eetin
gs &
oth
er m
ulti
agen
cy m
eetin
gs
Chi
ld g
oes
back
to
scho
ol f/
t / le
ave
or
trans
fer t
o an
othe
r ap
prop
riate
sch
ool
/ exi
t mee
ting
held
& e
xit r
epor
t co
mpl
eted
Men
tal H
ealt
need
s (
acce
ss t
CA
MH
S)
Ref
erra
l via
sch
Hea
lth (H
osp,
CA
MH
SD
iana
Ser
vice
) /
(Psy
ch).
Chi
ldre
n ac
cess
ing
CA
MH
Sac
cess
ing
sch
ool
usua
l way
- n
o ex
ino
tifica
tion
rout
cons
ider
refe
rral
&ris
kas
sess
men
t.
wee
kly
liais
onw
ith h
ome
scho
(atte
ndan
ce
chan
ges
in p
rovi
si(h
ours
/loca
tion/
teac
hing
pro
gram
me
enga
gem
ent)
Iden
tify
suita
ble
plac
emen
t (if
nal
read
y id
entifi
edan
dco
mm
issi
onas
app
ropr
iate
Com
mun
icat
ew
ithfa
mily
& ‘h
ome
sch
Rev
iew
eve
ry 6
w
eeks
/ co
mm
unic
ate
outc
omes
to
‘hom
e’sc
hool
Fina
l lia
ison
with
pr
ovid
er (o
utco
mes
ba
sed
and
shar
e in
fo
with
‘hom
e’ s
choo
l) &
hom
e sc
hool
. C
ompl
ete
Mer
ton
Ris
k A
sses
smen
t for
m
anag
emen
t sig
n of
f
NB
: In
all c
ases
id
entifi
catio
n ro
utes
cou
ld b
e vi
a ‘c
ause
for
conc
ern’
- e.
g.
MP
lette
r, C
C
lette
r, ot
her
agen
cy re
ferr
al
N.B
: Tho
se
pupi
ls a
cces
sing
C
AM
HS
pr
ovis
ion
&
atte
ndin
g ‘h
ome’
sch
ool
- cur
rent
ly n
o pr
oces
s fo
r ga
ther
ing
this
in
form
atio
n -
hope
fully
the
PM
E d
ata
colle
ctio
n as
sist
ca
ptur
e th
is
CA
SE
MA
NA
GE
ME
NT
IDE
NTI
FIC
ATIO
N O
F P
LAC
EM
EN
T
data
base
/ ph
one
/ se
cure
e-m
ail
Fram
ewor
ki /
nece
ssar
y pe
ople
liais
e w
ith s
choo
l /
othe
r ser
vice
s / p
aren
t /
Gov
s / C
lerk
Iden
tify
type
& c
omm
issi
on
if ap
prop
riate
com
mun
icat
e pa
rent
s, c
arer
s an
d ot
her a
genc
ies
Soci
al &
fs &
plan
s - b
y
they
do
not
atte
nd s
choo
l fu
ll tim
e
BP
s &
indi
vidu
al
risk
asse
ssm
ent (e
.g.
high
est p
riorit
y ar
e th
ose
at ri
sk o
f per
m
liais
on w
ith a
ltern
ativ
e pr
ovid
ers
/ sch
ools
at
tend
ance
etc
)
Men
tal H
ealth
ne
eds
(&
acce
ss to
via
sch
/ H
ealth
(Hos
p, C
AM
HS
, D
iana
Ser
vice
) / C
FS
acce
ssin
g C
AM
HS
&
acce
ssin
g s
choo
l in
usua
l way
- n
o ex
istin
g no
tifica
tion
rout
e
& c
ompl
ete
with
hom
e sc
hool
(a
ttend
ance
/ ch
ange
s in
pro
visi
on
teac
hing
pro
gram
me/
Iden
tify
plac
emen
t (if
not
alre
ady
iden
tified
)co
mm
issi
on
as a
ppro
pria
te.
Com
mun
icat
e fa
mily
& ‘h
ome
scho
ol
Appe
ndix
1 |
PM
E Pa
thw
ay P
roce
ss M
ap
IDE
NTI
FIC
ATIO
NA
SS
ES
SM
EN
TC
AS
E M
AN
AG
EM
EN
TID
EN
TIFI
CAT
ION
OF
PLA
CE
ME
NT
MO
NIT
OR
ING
CA
SE
CLO
SU
RE
Perm
anen
t Ex
clus
ion
daily
not
ifica
tion
via
data
base
/ ph
one
/ se
cure
e-m
ail
Fram
ewor
ki /
risk
asse
ss /
notif
yne
cess
ary
peop
le
liais
e w
ith s
choo
l /
othe
r ser
vice
s / p
aren
t /
Gov
s / C
lerk
Iden
tify
plac
emen
t ty
pe &
com
mis
sion
ed
ucat
ion
if ap
prop
riate
/ m
anag
e an
d co
mm
unic
ate
to
pare
nts,
car
ers
and
othe
r age
ncie
s
liais
e w
ith a
ltern
ativ
e pr
ovis
ion
for 6
th d
ay
- bef
ore
6th
day
&
chec
k pr
ovis
ion
in
plac
e pr
ior t
o G
DC
M
/ if p
aren
t req
uest
s re
view
- fu
rthe
r lia
ison
with
lega
l &
scho
ol &
adv
ice
whe
n ne
cess
ary
Liai
se w
ith p
aren
t / s
choo
l / M
erto
nris
k as
sess
men
t for
m
anag
emen
t sig
n of
f /ad
vise
sch
ool t
o of
f rol
l
NB
: In
all c
ases
id
entifi
catio
n ro
utes
cou
ld b
e vi
a ‘c
ause
for
conc
ern’
- e.
g.
MP
lette
r, C
C
lette
r, ot
her
agen
cy re
ferr
al
Part
icul
ar
Soci
al &
be
havi
oura
l di
ffs &
pe
rson
alis
ed
lear
ning
pl
ans
- by
arra
ngem
ent
they
do
not
atte
nd s
choo
l fu
ll tim
e
notifi
catio
n vi
a A
nyC
omm
s+ (s
chs,
B
Ps
& in
divi
dual
se
rvic
es)
risk
asse
ssm
ent
/ ca
ses
prio
ritis
ed(e
.g.
high
est p
riorit
y ar
e th
ose
at ri
sk o
f per
m
ex)
liais
on w
ith a
ltern
ativ
e pr
ovid
ers
/ sch
ools
(Re
atte
ndan
ce e
tc)
regu
lar r
evie
ws
re
atte
ndan
ce (s
choo
l &
alte
rnat
ive
prov
isio
n).
Cas
es a
lso
disc
usse
d &
revi
ewed
at B
Pm
eetin
gs &
oth
er m
ulti
agen
cy m
eetin
gs
Chi
ld g
oes
back
to
scho
ol f/
t / le
ave
or
trans
fer t
o an
othe
r ap
prop
riate
sch
ool
/ exi
t mee
ting
held
& e
xit r
epor
t co
mpl
eted
Men
tal H
ealth
ne
eds
(&
acce
ss to
C
AM
HS)
Ref
erra
l via
sch
/ H
ealth
(Hos
p, C
AM
HS
, D
iana
Ser
vice
) / C
FS
(Psy
ch).
Chi
ldre
n ac
cess
ing
CA
MH
S &
ac
cess
ing
sch
ool i
n us
ual w
ay -
no
exis
ting
notifi
catio
n ro
ute
cons
ider
refe
rral
&
com
plet
e ris
k as
sess
men
t.
wee
kly
liais
onw
ith h
ome
scho
ol
(atte
ndan
ce /
chan
ges
in p
rovi
sion
(h
ours
/loca
tion/
teac
hing
pro
gram
me/
enga
gem
ent)
Iden
tify
suita
ble
plac
emen
t (if
not
alre
ady
iden
tified
)an
d co
mm
issi
on
as a
ppro
pria
te.
Com
mun
icat
e w
ith
fam
ily &
‘hom
e sc
hool
Rev
iew
eve
ry 6
w
eeks
/ co
mm
unic
ate
outc
omes
to
‘hom
e’sc
hool
Fina
l lia
ison
with
pr
ovid
er (o
utco
mes
ba
sed
and
shar
e in
fo
with
‘hom
e’ s
choo
l) &
hom
e sc
hool
. C
ompl
ete
Mer
ton
Ris
k A
sses
smen
t for
m
anag
emen
t sig
n of
f
N.B
: Tho
se
pupi
ls a
cces
sing
C
AM
HS
pr
ovis
ion
&
atte
ndin
g ‘h
ome’
sch
ool
- cur
rent
ly n
o pr
oces
s fo
r ga
ther
ing
this
in
form
atio
n -
hope
fully
the
PM
E d
ata
colle
ctio
n as
sist
ca
ptur
e th
is
Med
ical
Nee
ds
(oth
er th
an
men
tal h
ealth
)
(or r
e-re
ferr
al)
via
sch
/ Hea
lth
(Hos
p, C
AM
HS
, Dia
na
Ser
vice
) / C
FS (P
sych
)
/ com
plet
e w
ith h
ome
scho
ol
(atte
ndan
ce /
chan
ges
in p
rovi
sion
teac
hing
pro
gram
me/
Iden
tify
plac
emen
t (if
not
alre
ady
iden
tified
)co
mm
issi
on
as a
ppro
pria
te.
Com
mun
icat
e fa
mily
& ‘h
ome
scho
ol
lear
ning
pla
ns
as p
art o
f at
tem
pts
to
into
full-
time
rare
ly a
ttend
Any
Com
ms+
(sch
s &
in
divi
dual
ser
vice
s) /
refe
rral
s vi
a sc
hs to
ea
m /
prov
ide
pre
refe
rral
risk
asse
ss
Star
t tim
e lin
e w
ith re
ferr
alC
omm
issi
on
alte
rnat
ive
educ
atio
n if
appr
opria
te &
co
mm
unic
ate
preg
nant
/ yo
ung
mum
sA
nyC
omm
s+ (s
chs
&
indi
vidu
al s
ervi
ces
e.g.
te
enag
e pr
egna
ncy
spec
ialis
t mid
wiv
es,
etc)
. Tee
nage
m
othe
rs d
ata
via
Ris
k sc
hool
nur
se /
spec
ialis
t mid
wiv
es /
FRC
D te
am e
tc
for a
cces
s to
add
ition
al
Iden
tifica
tion
educ
atio
n if
nece
ssar
y
com
plex
nee
ds
& n
o sc
hool
A
nyC
omm
s+ (
serv
ice
lead
info
rmat
ion
e.g.
Ris
k w
ith in
tern
al
serv
ices
/ al
tern
ativ
e Id
entif
y pl
acem
ent A
SA
P(if
no
t alre
ady
iden
tified
)co
mm
issi
on
as a
ppro
pria
te.
Com
mun
icat
e re
turn
ing
from
cu
stod
y &
sc
hool
pla
ce
not f
ound
Any
Com
ms+
(ser
vice
- Y
OS
)
risk
asse
ss &
ens
ure
sch
ool
plac
e
with
inte
rnal
se
rvic
es /
scho
ols
and
alte
rnat
ive
prov
ider
s
new
to c
ount
ry
& w
aitin
g fo
r sc
hool
pla
ce
cons
ult
& li
aise
scho
ols
& B
Ps
liais
e w
ith p
aren
ts /
scho
ols
/ BP
s
IDE
NTI
FIC
ATIO
NA
SS
ES
SM
EN
TC
AS
E M
AN
AG
EM
EN
TID
EN
TIFI
CAT
ION
OF
PLA
CE
ME
NT
MO
NIT
OR
ING
CA
SE
CLO
SU
RE
Med
ical
Nee
d(o
ther
tha
men
tal h
ealth
Ref
erra
l (or
re-r
efer
ral
via
sch
/ Hea
(Hos
p, C
AM
HS
, Dia
nS
ervi
ce) /
CFS
(Psy
cons
ider
refe
rral
/ris
kas
sess
men
t
wee
kly
liais
onw
ith h
ome
scho
(atte
ndan
ce
chan
ges
in p
rovi
si(h
ours
/loca
tion/
teac
hing
pro
gram
me
enga
gem
ent)
Iden
tify
suita
ble
plac
emen
t (if
nal
read
y id
entifi
edan
dco
mm
issi
onas
app
ropr
iate
Com
mun
icat
ew
ithfa
mily
& ‘h
ome
sch
Rev
iew
eve
ry 6
w
eeks
/ co
mm
unic
ate
outc
omes
to ‘h
ome’
sc
hool
Fina
l lia
ison
with
pr
ovid
er (o
utco
mes
ba
sed
and
shar
e in
fo
with
‘hom
e’ s
choo
l) &
hom
e sc
hool
. C
ompl
ete
mer
ton
risk
asse
ssm
ent f
or
man
agem
ent s
ign
off
have
pers
onal
ised
lear
ning
pla
nas
par
t at
tem
pts
tre
-inte
grat
ein
to fu
ll-tim
educ
atio
nra
rely
atte
nsc
hool
notifi
catio
n vi
aA
nyC
omm
s+ (s
chs
indi
vidu
al s
ervi
ces)
refe
rral
svi
a sc
hs
Cou
rtTe
advi
ce p
re re
fe
risk
&ch
eck
pape
rwor
kSt
art t
ime
li &
proc
eed
with
refe
rra
Com
mis
sion
alte
rnat
ive
educ
atio
if ap
prop
riate
com
mun
icat
ew
ithfa
mily
Mon
itor i
n lin
e w
ith
time
scal
es /
proc
eed
to n
ext s
tage
/gat
her
furth
er in
form
atio
n/
lega
l mee
ting
/ set
fu
rthe
r tar
gets
/ r
evie
w c
hild
’s
circ
umst
ance
s &
at
tend
ance
With
draw
cas
e &
cl
ose
if ne
cess
ary
/ Pr
ocee
d to
cou
rt
preg
nant
yo
ung
mum
notifi
catio
n vi
aA
nyC
omm
s+ (s
chs
indi
vidu
al s
ervi
ces
e.te
enag
e pr
egna
ncsp
ecia
list m
idw
ives
FRC
De
em
othe
rs d
ata
vP
rosp
ects
Ris
kA
sses
s &
prio
ritis
e ne
edsc
hool
nur
sesp
ecia
list m
idw
ives
FRC
Dre
fer
for a
cces
s to
add
itio
serv
ices
Iden
tifica
tion
ofed
ucat
ion
i.
Com
mis
sion
as
appr
opria
te
Hea
lth /
Sch
ool &
ot
her s
ervi
ces
to li
aise
re
gula
rly -
reas
sess
ap
prop
riate
ness
and
ne
ed fo
r int
erve
ntio
n
Fina
l mee
ting
(sch
ool
/ fam
ily /
othe
r se
rvic
es) /
cas
e cl
osur
e an
d si
gn o
ff
com
plex
nee
d&
no
scho
plac
e
notifi
catio
n vi
aA
nyC
omm
s+ (
serv
ile
ad in
form
atio
n e.
SE
NA
)
Ris
kA
sses
s &
prio
ritis
e ne
edlia
ison
with
inte
rna
serv
ices
/ al
tern
ati
prov
ider
s
Iden
tify
suita
ble
plac
emen
t AS
AP
(ino
t alre
ady
iden
tifie
and
com
mis
sion
as a
ppro
pria
teC
omm
unic
ate
with
fam
ily
Trac
k &
mon
itor
scho
ol p
lace
foun
d &
chi
ld a
ttend
ing
/ mer
ton
risk
asse
ssm
ent /
cas
e cl
osur
ere
turn
ing
fro
cust
ody
scho
ol p
lac
not f
oun
notifi
catio
n vi
aA
nyC
omm
s+ (s
ervi
cin
form
atio
n-
risk
& e
nsur
appl
icat
ion
for s
choo
plac
ebe
ing
prio
ritis
ed
liais
on w
ith in
tern
ase
rvic
es /
scho
ols
alte
rnat
ive
prov
ider
new
to c
ount
& w
aitin
g f
scho
ol p
lac
prov
ide
advi
ce &
rece
ive
appl
icat
ion
c w
ithsc
hool
s &
B w
ith
schs
/ B
Ps
chas
ed
until
dec
isio
n co
nfirm
ed. D
ecis
ion
rela
yed
to p
aren
ts
Pla
ce a
lloca
ted
/ le
tter s
ent t
o pa
rent
&
scho
ol
& a
ltern
ativ
e pr
ovis
ion
has
been
mad
e
refe
rral
s vi
a se
rvic
es &
ot
her l
ocal
aut
horit
ies
iden
tifica
tion
wee
kly
site
vis
its
case
s ris
k
scho
ol
n fo
r par
ent
retu
rn c
hild
to
plac
emen
t via
Sch
ool
Adm
issi
ons
(and
/or
BP
s) &
liai
son
with
ot
her a
genc
ies
(e.g
. M
ATU
C
omm
unic
ate
outc
ome
to fa
mily
mov
ed fr
om
anot
her a
rea
&
scho
ol p
lace
no
t sec
ured
cons
ult
& li
aise
scho
ols
& B
Ps
liais
e w
ith p
aren
ts /
scho
ols
/ BP
s
via
inte
rnal
se
rvic
es &
oth
er
loca
l aut
horit
ies
iden
tifica
tion
wee
kly
site
vis
its
case
s ris
k o
n si
tesc
hool
n
for p
aren
t re
turn
chi
ld t
o
Any
Com
ms+
(sch
s &
in
div
serv
ices
)
case
s ris
k lia
ise
with
par
ents
/ sc
hool
s / a
ltern
ativ
e pr
ovid
ers
/ BP
s
sch
/ OLA
/ B
Ps
/ oth
er s
ervi
ces
/ ge
nera
l pub
lic e
tc)
repo
rts) i
n
risk
asse
sspr
iorit
ise.
Cro
ss
data
base
che
cks
(Cap
ita /
Fram
ewor
ki)
flow
cha
rt / m
ake
refe
rral
s fo
r add
ition
al
For t
hose
who
ar
e de
fined
as
whe
reab
outs
kno
wn
– pl
acem
ents
are
dela
y an
d ou
tcom
es
EHE
&
educ
atio
n no
t su
itabl
e or
via
par
ent /
sc
hool
or s
ervi
ceris
k as
sess
prio
ritis
e. P
aren
tal
‘par
ent p
ack’
with
sch
/ pa
rent
s / c
ompl
ete
hom
e vi
sit
ass
ess
of e
duca
tion
plac
emen
t via
Sch
ool
Adm
issi
ons
(and
/or
BP
s) if
edu
catio
n no
t sui
tabl
e or
if
fam
ily c
hoos
e to
re
turn
thei
r chi
ld to
C
omm
unic
ate
outc
ome
to fa
mily
IDE
NTI
FIC
ATIO
NA
SS
ES
SM
EN
TC
AS
E M
AN
AG
EM
EN
TID
EN
TIFI
CAT
ION
OF
PLA
CE
ME
NT
MO
NIT
OR
ING
CA
SE
CLO
SU
RE
GR
Tba
ckgr
ound
& a
ltern
ativ
prov
isio
n ha
been
mad
notifi
catio
ns v
iaA
nyC
omm
s+,
v
iden
tifica
tion
via
wee
kly
site
vis
i
case
asse
ssed
&pr
iorit
ised
pare
ntal
advi
ce/
guid
ance
&co
mpl
ete
on-li
nesc
hool
appl
icat
ion
for p
are
/ ret
urn
child
scho
ol A
SA
P
Iden
tifica
tion
ofpl
acem
ent v
ia S
cho
Adm
issi
ons
(and
/oB
Ps)
& li
aiso
n w
othe
r age
ncie
s (e
.gM
Tfo
r Tra
velle
rs).
Com
mun
icat
eou
tcom
e to
fam
i
wee
kly
site
vis
its /
wee
kly
scho
ol v
isits
&
wee
kly
liais
on w
ith
othe
r ser
vice
s e.
g.
Hea
lth &
Pol
ice
etc
Mer
ton
Ris
k A
sses
smen
t co
mpl
eted
/ O
LAs
notifi
ed /
case
cl
osed
mov
ed fr
oan
othe
r are
asc
hool
pla
cno
t sec
ure
prov
ide
advi
ce &
rece
ive
appl
icat
ion
c w
ithsc
hool
s &
B w
ith
schs
/ B
Ps
chas
ed
until
dec
isio
n co
nfirm
ed. D
ecis
ion
rela
yed
to p
aren
ts
Pla
ce a
lloca
ted
/ le
tter s
ent t
o pa
rent
&
scho
ol
Circ
us/
Show
men
notifi
catio
ns v
iaA
nyC
omm
s+,
refe
rral
s vi
a in
tern
ase
rvic
es &
oth
loca
l aut
horit
ieid
entifi
catio
nvi
aw
eekl
y si
te v
isi
case
asse
ssed
&pr
iorit
ised
on
spa
rent
alad
vice
/gu
idan
ce &
com
plet
eon
-line
scho
olap
plic
atio
n fo
r par
e/ r
etur
n ch
ildsc
hool
AS
AP
wee
kly
site
vis
its /
wee
kly
scho
ol v
isits
&
wee
kly
liais
on w
ith
othe
r ser
vice
s e.
g.
Hea
lth &
Pol
ice
etc
Mer
ton
Ris
k A
sses
smen
t co
mpl
eted
/ O
LAs
notifi
ed /
case
cl
osed
alte
rnat
ive
YOS
prov
isio
n vi
ano
tifica
tion
via
Any
Com
ms+
(sch
sin
div
serv
ices
case
asse
ssed
&pr
iorit
ised
with
sc
hs /
BP
s ch
ased
un
til d
ecis
ion
confi
rmed
. Dec
isio
n re
laye
d to
par
ents
CM
ER
efer
rals
(via
s /
/ oth
er s
ervi
cege
nera
l pub
lic e
t&
not
ifica
tions
(via
repo
rts) i
risk
&pr
iorit
ise.
Cro
ssda
taba
se c
heck
(Cap
ita /
Fram
ewor
k
follo
win
vest
igat
ions
flow
cha
rt / m
appr
opria
tere
ferr
als
for a
dditi
ona
serv
ices
For t
hose
war
e de
fined
w
here
abou
ts k
now
– pl
acem
ents
aid
entifi
ed w
ithou
tde
lay
and
outc
omco
mm
unic
ated
tofa
mili
es
Follo
w u
p re
spon
ses
to in
vest
igat
ions
/ re
peat
inve
stig
atio
ns
/ ref
er to
add
ition
al
serv
ices
or o
ther
LA
s
Fina
l con
firm
atio
n of
sta
tus
/ Com
plet
e M
erto
n R
isk
Ass
essm
ent.
NB
S
ome
case
s re
quire
re
ferr
al to
Cas
e C
losu
re m
eetin
gs &
A
D s
ign
off
EHE
educ
atio
n no
suita
ble
oefficient
refe
rral
via
par
ent
scho
ol o
r ser
viris
k &
prio
ritis
e. P
aren
tal
com
mun
icat
atio
n -
‘par
ent p
ack
liais
ing
with
sch
pare
nts
/ com
ple
hom
e vi
si /
asse
ssu
itabi
lity
of e
duca
tio
Iden
tifica
tion
ofpl
acem
ent v
ia S
cho
Adm
issi
ons
(and
or B
Ps)
if e
duca
tno
t sui
tabl
e or
fam
ily c
hoos
e re
turn
thei
r chi
ldsc
hool
.Com
mun
icat
eou
tcom
e to
fam
i
annu
al v
isit
/ ass
ess
suita
bilit
y of
ed
/ co
ntin
ue to
pro
vide
ad
vice
(exa
m c
entre
s / p
rogr
amm
es o
f st
udy
/ app
licat
ion
for s
ch p
lace
etc
) /
send
que
stio
nnai
res
ever
y 6
mon
ths
/ ref
er
to o
ther
ser
vice
s as
ap
prop
riate
(cou
rt te
am)
Not
ifica
tion
child
no
long
er b
eing
el
ectiv
ely
hom
e ed
ucat
ed b
ack
in
scho
ol &
atte
ndin
g w
ell /
fam
ily m
ove
away
etc
. Adv
ise
sch
/ LA
/ par
ent e
tc.
Com
plet
e M
erto
n R
isk
Ass
essm
ent /
cl
ose
case
Any
Com
ms+
(sch
s &
in
divi
dual
ser
vice
s)
cons
ult
& li
aise
Plac
emen
ts a
re
Pupi
ls w
ho g
o m
issi
ng d
urin
g th
e sc
hool
day
CH
ILD
RE
N
& Y
OU
NG
RE
FER
RE
D V
IAP
ME
MO
NTH
L
TE R
ETU
RN
NO
TIFI
CAT
ION
VIA
IDE
NTI
FIC
ATIO
NA
SS
ES
SM
EN
TC
AS
E M
AN
AG
EM
EN
TID
EN
TIFI
CAT
ION
OF
PLA
CE
ME
NT
MO
NIT
OR
ING
CA
SE
CLO
SU
RE
Chi
ldre
n w
hono
tifica
tion
via
Any
Com
ms+
(sch
sin
divi
dual
ser
vice
s
cons
ult
& li
ais
Plac
emen
ts a
retr
ack
and
mon
itor
Mer
ton
Ris
kar
e ca
rers
with
key
serv
ices
, sc
hool
s, a
ltern
ativ
e pr
ovid
ers
& B
Ps
liais
e w
ith p
aren
ts /
scho
ols
/ alte
rnat
ive
prov
ider
s / B
Ps
/ key
ad
ditio
nal s
ervi
ces
iden
tified
via
sch
ool
Adm
issi
ons
and/
or B
Ps
Ass
essm
ent
com
plet
ed /
cas
e cl
osed
Pupi
ls w
ho
mis
sing
dur
inth
e sc
hool
d
CH
ILD
RE
N&
YO
UN
GP
EO
PLE
RE
FER
RE
D V
IP
ME
YD
ATE
RE
TUR
TIO
NA
NY
CO
MM
S+
RIS
K A
SS
ES
S /
LIA
ISO
N W
ITH
IDE
NTI
FY /
LIA
ISE
, TR
AC
K &
LIA
ISE
, RIS
KP
RIO
RIT
ISE
/ R
EFE
R
TO O
THE
R S
ER
VIC
ES
SC
HO
OLS
, A
LTE
RN
ATIV
EC
OM
MIS
SIO
N /
MA
NA
GE
ME
NT
/ M
ON
ITO
RA
SS
ES
S &
CLO
SE
C
AS
EP
RO
VID
ER
SC
OM
MU
NIC
ATE
& B
EH
AVIO
UR
PAR
TNE
RS
HIP
S/ A
SS
ES
SIN
GS
UIT
AB
ILIT
Y O
F P
RO
VIS
ION