For dual role (6 week placement) and PEX pupils
The outreach worker’s role is to support the child to adjust to the mainstream setting and support the school to make provision for the child to succeed.
This currently involves daily 1:1 support for 1.5-2 hours for the child.
There are 4 aims of this support.
1. To support and equip staff in the mainstream school by establishing behaviour management system and methods of meeting the child’s needs; to transfer understanding of the child’s needs to the teacher and support them to develop an effective relationship with the child. Outreach support can offer training for school staff or classroom teachers to enable them to develop strategies and staff can visit Little Bridge to share good practice. The goal of outreach support is to empower staff to feel confident in understanding the needs of pupils who have accessed Little Bridge intervention and to be able to make reasonable adjustments to supporting them in a mainstream setting through Quality First Teaching.
2. To support the transition of Little Bridge pupils to:
- Adjust to the mainstream environment; setting, routines, expectations, number of children
- Manage relationships and interactions appropriately (new staff, lots of children)
- Manage (understand/regulate) the emotions that they experience in this setting (often not experienced in the small class setting at Little Bridge/ Littleton Green) and the behaviours they lead to, to enable the child to meet expectations and be successful
- Transfer to and develop a relationship with support staff/teachers/SLT within school.
3. To facilitate a positive school-parent relationship, particularly with permanently excluded children. The outreach worker can provide support for school with managing parent’s expectations because of the outreach worker’s strong on-going relationship with parents.
4. To facilitate access to ‘additional to and different from’ provision through an EHCP request: Outreach support includes SENDCo liaison with Little Bridge SENDCo where an EHCP application by the mainstream school would benefit the pupil; Outreach reports can be used as outside agency evidence for EHCP requests. Little Bridge SENDCo can triage cases as part of outreach support
Areas for development:
- Establish a pre-referral observation/ case discussion with Little Bridge AHT to enable best use of outreach support
- Look at model for reintegration to include a Team Around the Child approach which will engage key professionals in meeting the needs of the child in the longer term
- Look at graduated transition support model to facilitate overlap between Bridge placement and school environment
- SENDCo triage/ support to be established and developed
Preventative Outreach Support
The outreach worker’s role is to go into schools as requested and provide insight, guidance and support for the management of children displaying significant behaviour issues that could or have led to short term exclusions with the aim of preventing permanent exclusions and best using the spaces available at Little Bridge and Littleton Green.
This role is more varied and the details of support offered are being added to week by week as outreach workers respond to the situations they come across within the mainstream setting. To date this work has involved:
1. Year 6 transition work - supporting schools with Year 6 children who they are concerned will not cope well with secondary or who are transferring to specialist for secondary. (St.Josephs, Lichfield and Gorsemoor, Cannock)
2. Supporting schools with measures they are taking to provide for behaviour issues within school. Many schools have set up, or are looking to set up small nurture groups within school. This is usually staffed by TAs. Support can be provided for TA’s in setting up nurture objectives, nurture workbooks, flexible curriculum provision, behaviour management, reward systems, emotional coaching techniques, restorative practice, and understanding common issue - attachment/ADHD/ASD. Also encouraging schools to share best practice with each other by having an awareness of what is going on in different schools (Norton Canes, St. Chads)
3. Supporting schools by sharing knowledge of specific issues with staff in order for them to better understand children they work with and take a more flexible approach to meet their needs (Sharing knowledge of attachment issues with a child’s new teacher in preparation for September, St Chads)
4. Observation of children/classes to identify needs, possible underlying causes and direct schools as to further steps to take e.g. use of sensory soothing techniques, classroom layout, behaviour management systems, referrals to other agencies, reviews of EHCP, discussions with parents, introduction of other therapies, making use of existing provision such as relax kids. The outreach worker follows up observations with feedback to teaching staff and SLT, offering suggestions for alternative strategies to use and further support where needed. A written copy of the feedback is given to staff/SLT. (Norton Canes, Pye Green, St. Chads)
5. Undertaking specific activities with children/classes in schools to support suggested actions e.g. circle time, team building group activities, small group work to understand needs/behaviours related to ADHD/ASD, developing social skills (Norton Canes, St. Josephs)
6. Supporting TAs who are working 1:1 with children with behaviour issues to; understanding different levels of need, increase understanding of different conditions appropriate to their child, adjust from mainstream class mentality to managing a more flexible provision, set up behaviour management systems and effective reward systems, use team teach methods (where trained), use of positive language, strengthen interaction between TA and teachers to benefit provision for the child, to reassure and affirm good practice and answer questions.
7. Sharing knowledge, to ensure schools are aware of provision available e.g. HOPE, Relax Kids, accessing various therapies.
8. Promoting the role of DIP, various provisions available through DIP and encouraging engagement of schools.
9. Supporting schools with the EHCP process, using observations and detailed, written reports where appropriate, to strengthen applications and other referrals.
10. Offering support to SENDCos in making EHCP applications through liaison with the SENDCo at Little Bridge/Littleton Green. Encouraging support for SENDCos between schools and engagement with the 6 weekly SENDCo meetings co-ordinated by Jo Ward (EP) (St. Josephs)
11. Supporting schools to make appropriate referrals so when considering children for referral to Little Bridge/Littleton Green they select children who will most benefit from the provision (Norton Canes).
12. Speaking with parents and other agencies about Little Bridge/Littleton Green provision, explaining the benefits for their child to change misconceptions and gain parent support. (St Josephs and St Theresas, Chasetown)
13. Offering visits to Little Bridge/Littleton Green for parents and staff to see how things work, better understand the nurturing/therapeutic offering and to share knowledge/good practice with staff working with behaviour issues in the mainstream setting (Norton Canes, St Josephs and St Theresas)
14. Promoting the provision of Little Bridge/Littleton Green amongst school SLT to ensure the provision is understood and utilised to the maximum benefit for all.
15. Promoting the role of outreach support within schools to reduce exclusions and ensure appropriate referrals.
Areas for development:
- Formalise what is offered as Outreach Support to schools (in-reach) and the time available for this/ how this is accessed across the area
- Establish entry and exit criteria on referral form paperwork
- Look at establishing Parent Support Groups (Solihull Approach training for Outreach workers)
- Sharing knowledge/training of therapeutic techniques (Lego Therapy and Drawing and Talking Therapy training for Outreach workers)
- Link working with school Mental Health First Aiders