Referrals to CAMHS and other HealthProfessionals

A child or young person may need supportthrough referrals to CAMHs, paediatricians,Occupational Therapists, Speech and LanguageTherapists or specialist coaches.Schools do not have to wait for a formaldiagnosis before providing support to pupils butshould follow advice from health professionals,and value the views of parents and pupils.

Collaborate on an Individualised Plan

It is important that children and young people,their parents, school or college and otherprofessionals work together to develop aflexible, tailored evidence based action plan toremove barriers, provide support and settargets. Plans should be shared with all staff and include training and resources. They may need a SEND suport plan and/anindividual health care plan.

Support Mental and Physical Health Schools and colleges should develop anenvironment where all pupils with mental andphysical health conditions feel properlysupported so that they can play a full and activerole in school life, remain healthy and achievetheir academic potential.

Referral to an Educational Psychologist

An Educational Psychologist can assess a child or young person’s barriers to learning and recommendappropriate interventions. This input can be useful as being unable to attend schoor college is often a symptom of a significant needperhaps not yet identified.

Request an *EHC (Educational HealthCare) Needs Assessment or Review

An *EHC needs assessment may be necessaryfor a child or young person who is strugglingwith school and “has or may have specialeducational needs and may need specialeducational provision to be made through anEHC plan”. They may need specific support, oran alternative to their current provision. Parentscan make the application to the LA for an EHCneeds assessment. *or statement in Wales orScotland

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Assess and Acknowledge Special EducationalNeeds and Disabilities

SEND children and young people are more likely tostruggle with attendance, especially those withneeds not yet fully assessed, understood andsupported. SEND includes ADHD, Autism, PDA,Sensory Processing Diffculties, Dyslexia, executivefunctioning, processing and working memory,other learning differences, and social, emotionaland mental health conditions. These may affecttheir ability to learn, to communicate or regulateemotions, but they may also be masking. Schools have a duty to make reasonableadjustments to ensure SEND pupils can fullyparticipate in school life .

The Define Fine: Parent Peer Supportfor School Attendance Difficulties Teamhave produced this resource based on

relevant government policies andguidance, to help parents carers and

their families to work with professionalsto assess, then plan appropriate timely

support to overcome their child's barriers to attendance.

Early Help and Social Services Referrals

Some families may benefit from Early Help or social care assessements but school attendancedifficulties are not necessarily safeguarding nor parenting problems. It is vital that there is multi-agencyunderstanding of the issues and guidance surrounding these diffculties. Any interventions should be ledby professionals who are suitably qualifed and experienced in SEND, mental health and attendancedifficulties.

Barriers to SchoolAttendance

School Attendance Difficulites are complex but all too often these children aredescribed as being "fine in school ". We need to DEFINE FINE and acknowledge

barriers to attendance at the earliest signs. DO NOT FORCE THEM

Define Fine is led by a small team of parents and professionals with lived experience of schoolattendance difficulties. Please join our supportive parent carer Define Fine Facebook groupwhere we share advice, signpost to support and coordinate our peer support training on how

to use our resources. We are also able to provide training or support for professionals

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Home EducationParents have a right to educate their children at home.This works well when it is a positive, informed anddedicated choice. Pressure should never be put on parentsto remove a child from a school roll as they then becomesolely responsible for their child's education.

THE SEND CODE OF PRACTICE SUPPORTING PUPILS WITH MEDICALCONDITIONS AT SCHOOL (DFE)EDUCATION FOR CHILDREN WITHHEALTH NEEDS WHO CANNOTATTEND SCHOOL (DFE)MENTAL HEALTH AND BEHAVIOUR INSCHOOLS: DEPARTMENTAL ADVICEFOR SCHOOL STAFF: MARCH 2015(DFE) SPECIAL EDUCATIONAL NEEDS ANDDISABILITY: A GUIDE FOR SCHOOLSAND ALTERNATIVE PROVISIONSETTINGSTHE EDUCATION ACT, 1996REASONABLE ADJUSTMENTS FORDISABLED CHILDREN EQUALITY ACT TECHNICAL GUIDANCEEQUALITY & HUMAN RIGHTSCOMMISSION,PREVENTING AND TACKLINGBULLYINGKEEPING CHILDREN SAFE INEDUCATION, (2019)SEXUAL VIOLENCE AND SEXUALHARASSMENT BETWEEN CHILDREN INSCHOOLS AND COLLEGESALTERNATIVE PROVISION (2013)HOME EDUCATION GUIDE (2019)

NFIS DFE ABSCENCEAUTHORISIATION, PROVISIONMENTAL HEALTH NEEDS

IMPROVING SCHOOL ATTENDANCE(2021)

IN THE ABSENCE OF A NATIONALSTRATEGY FOR SCHOOL ATTENDANCE

DIFFCULTIES, WE HAVE BASED THISINFORMATION ON THE FOLLOWING

CURRENT LEGISLATION & STATUTORYGUIDANCE:

Explore the Local Offer Your local offer should provide information,resources, advice and relevant local ornational support organisations including your local Send IASS.

Respond to all incidents of Bullying and AssaultSchools, colleges and Local Authorities have a duty tosafeguard and promote the welfare of children and youngpeople. Schools’ anti-bulling policies should set out the actionswhich will be taken to prevent or address bullying, includingracial and LGBT related incidents , as well as peer sexualviolence and online bullying. SEND children and young peoplecan be at an increased risk of being bullied..

Authorising AbsenceSchools should authorise absence due to illness, bothphysical or mental health related, and not request medicalevidence unnecessarily. Consideration of the long waitingtimes and high thresholds for referrals to NHS specialistsshould mean that attendance is not prioritised over healthneeds. Families need support rather than threats of fines orprosecution, which rarely resolve attendance difficultiesand can add to a child or young person’s concerns.

Provide Learning and Connections While AbsentChildren unable to attend school should be able to access abroad and balanced education suitable for their needs, toenable them to maintain academic progression and allowthem to thrive and prosper. Schools should welcome pupilsback following an absence, provide good catch-up supportto build confidence and bridge gaps in learning.The LA are responsible for arranging education for childrenwho, because of illness or other reasons, would nototherwise receive suitable education, as soon as it is clearthat the child will be away from school for 15 days or more.

TEAM@DEFINEFINE.ORG.UK

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