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Headteacher Representative and Key Roles

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Headteacher Representative and Key Roles

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Lead ~ Lynne Slater

Research ~ Lynne Slater, Headteacher, Lea Community Primary School head@leacp.lancs.sch.uk
EYFS ~ Vicki Conway, Headteacher, Fishwick Primary School head@fishwick.lancs.sch.uk
Transition ~ Helen Sant, Headteacher, Goosnargh Oliversons CofE Primary School hsant@oliversons.lancs.sch.uk
Parental Engagement ~ Kirsty Stewart, Headteacher, Fulwood and Cadley Primary School head@fulwoodcadley.lancs.sch.uk
Data & Tech ~ Annalisa Howarth, Headteacher, English Martyrs' Catholic Primary School head@englishmartyrs.lancs.sch.uk

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Link Advisor ~ James Wright
james.wright@lancashire.gov.uk

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Primary ~
Golden Hill Short Stay School
Sue Payne
sue.payne@goldenhill.lancs.sch.uk

Secondary~
Larches High School
Christine Mitchell
head@larches.lancs.sch.uk

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Sophie Inman, School Business Manager, Lea Community Primary School sbm@leacp.lancs.sch.uk

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Tim Grose ~ tim.grose@lancashire.gov.uk

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District 6 Universal Offer to Preston Schools

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District 6 Universal Offer to Preston Schools

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The DG6 Pledge and Universal Offer
* Fully funded GHIST SLA at Bronze standard
* 50% match funding for further GHIST packages
* Financial support (maximum of £2000) for in-school support
* Bespoke training for all District 6 schools, centred around the needs of our children ~ free of charge
* PIVATS PSED training package free of charge for 2 x members of staff
* End of the phone support from any of our Inclusion Hub Strategic Group ~ free of charge
* School to school support and sharing of best practice

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We are located in Preston, Lancashire and are a secondary alternative school which provides full time education for up to 140 pupils who are not able to access mainstream educational provision.

Thank you for taking the time to visit our website.

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Welcome To Larches High School Based In Preston Lancashire

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We are located in Preston, Lancashire and are a secondary alternative school which provides full time education for up to 140 pupils who are not able to access mainstream educational provision. Thank you for taking the time to visit our website.

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Children and Adults Mental Health Services (CAMHS) Preston

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Children and Adults Mental Health Services (CAMHS) Preston

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Use the links below to access information, guidance and resources about each topic.

This section has been set up to support professionals working with children and young people in an education setting. The information has been provided by Primary Mental Health Workers (PMHWs) from across Lancashire and South Cumbria.

The PMHW Service aims to promote inter-agency work across all sectors including schools, GP practices, Early Support and Voluntary Service Providers. PMHWs are a point of contact within the CAMHS team, offering support and advice regarding the emotional wellbeing of children and young people (CYP). They can offer advice on referrals, implement pathways of support and provide information about other services available to CYP.

There are training courses specific to individual topics available from the pages below.

In each of the topic pages below, you can:

Find information and guidance about that topic, to learn more about it.

Use the lists of apps, videos and books to learn more about the topic or to show/recommend to CYP and their families.

Utilise the e-resources that are split into three sections:

1. Tools and resources that you can use to support CYP e.g. in the school/classroom.

2. Self-help materials that you can share with CYP you work with and their families.

3. Lists of online places where you can signpost CYP, parents/carers/families to for support.

Discover what training is available in your area.

Email your local PMHW for further help or advice.

Please note: all resources were correct at the time of uploading. These resources are reviewed twice a year and updated accordingly. If you notice any issues with the content on this website, please let us know by completing our feedback form.

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This section has been set up to support professionals working with children and young people in an education setting. The information has been provided by Primary Mental Health Workers (PMHWs) from across Lancashire and South Cumbria. The PMHW Service aims to promote inter-agency work across all sectors including schools, GP practices, Early Support and Voluntary Service Providers.

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Lancashire County Council Educational Psychologist Services

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Lancashire County Council Educational Psychologist Services

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Our team of educational psychologists work mainly with children and young people aged 0-25 who have special educational needs and disabilities (SEND).

Educational psychologists use psychology to help children and young people with the development of learning, communication, physical and sensory needs, and social and emotional skills needed for adulthood/independence.

Most children and young people with SEND will have their needs met through their nursery, school or college. This could be from trained staff, or the staff might get advice from specialist teachers.

However, sometimes an educational psychologist may be asked to help.

What we do

Ways in which we work include:

Consultation - we meet with key adults involved in children and young people's education and care to discuss their needs and how best to help them.

Direct work - this may include observation, talking to the child or young person to gather their views and/or one-to-one activities.

Statutory role - we have a statutory role for the council in providing psychological advice as part of education, health and care needs assessments and associated statutory processes.

Supporting staff development - this may include delivering training and providing advice around the delivery of interventions.

Supporting parents/carers - during term times, we offer a weekly telephone helpline to parents/carers.

Research and evaluation - we are sometimes involved in planning, carrying out and evaluating research.

Our team

Our team of educational psychologists are practitioner psychologists and are registered with the Health and Care Professionals Council (HCPC).

Within our team, we also have trainee and assistant educational psychologists who are supervised by experienced educational psychologists. They complete a range of duties, with appropriate supervision and support. Trainee educational psychologists are undertaking training to become educational psychologists and work here on placement. We also employ assistant educational psychologists. They have a psychology qualification and relevant experience of working with children and young people.

We also have a number of associate educational psychologists who are practitioner psychologists and who are registered with the HCPC. They support our team with our service delivery to schools.

Accessing the service

If you think advice from an educational psychologist might be of benefit, talk to the:

key worker (in nursery)

class teacher (in primary school)

form tutor or head of year (in secondary school)

They will discuss your concerns with you and may also talk to the special educational needs co-ordinator (SENCO). You can also ask to speak to the SENCO

If you are a young person and you think you need extra help, you should speak to a teacher or the SENCO.

The SENCO may request educational psychology involvement.

Contacts

Parent/carer helpline

If you are a parent or carer and would like to speak to an educational psychologist, you can call the helpline:

Tel: 01772 530 444 Thursday 12.30pm-4.30pm (during term time)

Schools and early years

Please see the information for professionals.

Area offices

If you would like more information about the educational psychology service, please contact your area office.

Lancaster, Morecambe, Fylde and Wyre

Tel: 01524 581 200

Preston, South Ribble, Chorley and West Lancashire

Tel: 01772 531 597

Hyndburn, Ribble Valley, Burnley, Pendle and Rossendale

Tel: 01282 470 604

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Our team of educational psychologists work mainly with children and young people aged 0-25 who have special educational needs and disabilities (SEND). Educational psychologists use psychology to help children and young people with the development of learning, communication, physical and sensory needs, and social and emotional skills needed for adulthood/independence.

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The CSAP website is structured to reflect our core safeguarding business areas, providing guidance and resources as well as safeguarding news and information. Each of our business area sections contains subject-specific information, resources, frequently asked questions and related news items and can be accessed from the or via the main menu above.

Our site is regularly updated so make sure to check back on a regular basis to ensure you stay current with the latest updates. Additionally, take a look at our dedicated News & Events page as well as our social media presence on Twitter at the bottom of this page which provide timely updates, useful information and signposts to related areas.

We hope you will find our website useful but if you would like to find out more about CSAP or have a question and would like to get in touch, further information can be found in the 'About CSAP' section of the website.

Find out more about CSAP

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Children's Safeguarding Assurance Partnership - Safeguarding information, advice & guidance

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Here you will find a variety of information, advice & guidance to support you in safeguarding children & young people across Lancashire.

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Preston Schools’ Inclusion Promise Nov 2019

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bit about where £££ comes from; Schools' Forum etc

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bit about where £££ comes from; Schools' Forum etc

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Aspects of blended learning approaches are excellent ways in which to reach the disengaged learner. (Anna to add bits in here also)

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A bespoke project running for Summer Term 2 for those Year 6 pupils who could be at significant risk of suspension or permanent exclusion in Year 7.
Working together with staff at Larches School, Child Family Wellbeing Services and the LCC Education Psychologist team, pupils spend approximately 1 x afternoon/session at Larches, focussing on positive behaviours, attitudes, being Secondary Ready in terms of behaviour for Learning and making wise and positive choices.

Further information is shared by the DG6 Hub in the Spring Term

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EEF

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Supporting positive mental health and wellbeing of our children, young people and families

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Supporting positive mental health and wellbeing of our children, young people and families

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How to support children, young people and families
who experience challenge

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Adult Learning to support family needs

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Please note we do not provide an adult service.

Chorley and South Ribble
Suite 10 Leyland House
Lancashire Business Park
Centurion Way
Leyland
PR26 6TY
Telephone Number: 01772 644512
West Lancs MAP (Word document opens in new window)

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Lancashire and South Cumbria NHS Foundation Trust

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Lancashire and South Cumbria NHS Foundation Trust | Speech and Language Therapy Team Contact Details

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Please note we do not provide an adult service. Chorley and South Ribble Suite 10 Leyland House Lancashire Business Park Centurion Way Leyland PR26 6TY Telephone Number: 01772 644512 West Lancs MAP (Word document opens in new window)

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Nuffield Early Language Intervention

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Nuffield Early Language Intervention (NELI)

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The NELI Programme, provided by OxEd and Assessment, is an integrated programme, for 4-5 year olds, that is proven to improve language and behaviour. The Programme consists of:

LanguageScreen, an assessment to select children for intervention and monitor individual and whole-class progress,

CPD certified training with mentor support,

a 20-week intervention delivered by TAs or teachers. The printed resource pack includes full session plans and materials to make delivery of the intervention as easy as possible.

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Nuffield Early Language Intervention (NELI)

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The Nuffield Early Language Intervention (NELI) is an integrated programme, for 4-5-year-olds, proven to improve language and behaviour.

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Children and Family Wellbeing Early Help Assessment

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Lancashire will cease to accept new CAF assessments from January 2022 (See CAF section).

The Early Help Assessment is an intervention with a family to gather, explore and analyse with them information about all aspects of the child or young person (and their family's) life and then to identify areas where change will address support needs and positively impact on their lived experiences.

This is recorded on an Early Help Assessment form which includes the family's Early Help Plan.

Your Family's Early Help Assessment is available to all practitioners and professionals working with children, young people, and their families across Lancashire.

Working alongside families from a holistic, strength-based approach when areas of support are first identified will stop escalation towards crisis and the need for more intensive and specialist intervention.

Through the Early Help Assessment, Plan, and reviews via Team Around the Family meetings the wider partnership of services can provide families with the right support at the right time.

Starting or closing support

Where support is starting or closing with a family it is key the appropriate form is used, and a copy is sent to the eha@lancashire.gov.uk mailbox team so we can update our records.

Please don't complete any of the below forms without emailing the team a copy.

Where the support is closing with a family after a final Team Around the Family meeting section "H: Moving On (Please complete if this is the final Meeting)" needs to be completed along with the "Closure Reason" section.

Where a family's support is closing where a final Team Around the Family meeting is not taking place you must email the EHA mailbox team the following information:

Family Name and URN numbers,

Date of Closure,

Lead Professional at the time of closure,

Closure Reason (All Needs Met, Child/ YP Deceased, Consent Withdrawn, Family Moved to Another Authority Area, Stepped Up to Children Social Care or Disengaged with Support),

This enables the mailbox team to update the families record so we have the most up to date information for the family.

Early Help Assessment forms

Please don't save a local copy of the below forms/guidance as a template.

Each time an Early Help Assessment form needs to be accessed please access them by the below link as the forms below are subject to regular reviews and updates.

Please ensure when completing each of the below forms a copy is emailed to the EHA team using the new email address eha@lancashire.gov.uk along with any updates.

Early Help Assessment - Section E - family radar

The Early Help Assessment and Plan features a family radar. The family radar is linked to the cycle of change and will help you to identify which areas of support the family need the most. By completing a family radar, we are trying to get the families you work with to understand at what point of the cycle of change they are at.

The below documents are more visual to help families and professionals complete the family radar. The documents should be completed with families and then the score and narrative inputted into Section E of the Early Help Assessment.

CAF forms (not to use for new cases from 6 September 2021)

Related guidance

Contact

Email: eha@lancashire.gov.uk

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Lancashire will cease to accept new CAF assessments from January 2022 (See CAF section). The Early Help Assessment is an intervention with a family to gather, explore and analyse with them information about all aspects of the child or young person (and their family's) life and then to identify areas where change will address support needs and positively impact on their lived experiences.

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Lancashire Emotional Health in Schools and Colleges (LEHSC)

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Lancashire Emotional Health in Schools and Colleges (LEHSC)

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Free training and consultation for LCC schools and colleges from experienced clinical psychologists.

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Free to access for Lancashire school staff and fully funded by Lancashire County Council

We offer training and consultation support to all staff in Lancashire primary and secondary schools and colleges on a range of topics relating to children's mental health. Training is delivered by experienced clinical psychologists who have worked in specialist CAMHS settings.

We are also a quality-assured provider of the new DfE-funded Senior Mental Health Lead training programme launching in September 2021.

Use the menu options above to see more information on our work and how you and your colleagues can get involved.

For more information, contact us at lehss@lancaster.ac.uk

Click here to download our latest newsletter

Click here to download our Autumn Term 2021 training programme

Click here to book a place on a training course or book a consultation slot

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LANCASHIRE EMOTIONAL HEALTH IN SCHOOLS AND COLLEGES

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Free to access for Lancashire school staff and fully funded by Lancashire County Council We offer training and consultation support to all staff in Lancashire primary and secondary schools and colleges on a range of topics relating to children's mental health. Training is delivered by experienced clinical psychologists who have worked in specialist CAMHS settings.

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Within the DG6 Hub we have a wealth of support and experience to share with each other. The list of expertise within our schools is ever changing.
Current expertise and help can be found here

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National Deaf Children's Society | Supporting deaf children

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We are the National Deaf Children's Society, the leading charity for deaf children and young people. We're here to support every deaf child who needs us.

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Alison Walsh
alison.walsh@lancashire.gov.uk

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https://edtechdemo.ucst.uk/news-views/case-studies/artmid/885/articleid/22/supporting-a-primary-inclusion-hub-in-gaining-maximum-benefit-from-edtech-for-send-learners-and-those-struggling-to-access-mainstream-provision

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Lancashire Primary Inclusion Hub supported by The Consortium of Hambleton Primary Academy with Ribblesdale and Highfurlong School

Throughout Lancashire, each district has its own Primary Inclusion Hub, which provides support to primary schools within the district. This is an existing structure, with representation from local Primary Headteachers and the Lancashire Schools Improvement team. The main priorities of the Inclusion Hubs are to provide support to learners with complex behaviour and/or SEND and pupils who are at risk of exclusion.

Due to some of the challenges associated with reaching and supporting these pupils, the Preston District Primary Inclusion hub, sought to investigate how they could leverage edtech to support these young people. Some members of the Inclusion Hub had experience in using edtech within their own school but wanted specific guidance in getting the maximum benefit for SEND learners and those struggling to access mainstream provision.

The Preston District Primary Inclusion Hub are using the EdTech Demonstrator Programme in two main ways. The first is to offer CPD training to equip staff within primaries with the skills needed to make the curriculum inclusive for all, supporting with a range of EdTech strategies. The programme will cover the use of edtech to improve accessibility, support the delivery of phonics to pupils and how existing technology can be used to support pupils to access the curriculum. The second will offer targeted support to small groups of pupils within each school, with specific needs linked to SEND and inclusion.

Throughout the pilot both aspects have drawn on a wide range of different tools to support pupils, many of whom have specific additional learning needs. For example, staff and pupils have been trained in the use of apps, such as Learning Tools, that enable them to more readily access the curriculum and adapt resources to meet their specific needs. They have also been introduced to other accessibility features within their existing school platforms, such as read aloud and dictate, to further support the learning of their pupils. Additionally, edtech now supports the delivery of phonics, ensuring that accurate assessments of progress are made.

The benefit of using the Hambleton, Ribblesdale and Highfurlong consortium within the EdTech Demonstrator programme, is that it gives direct access to teachers and senior leaders who have successfully implemented technology across their own organisations. The support is cross-phase, and with Highfurlong's Special School input, allows specialist knowledge to be shared with primary colleagues to benefit mainstream learners. This provides pupils with the digital skills needed to support their own learning, allowing them to more effectively access the whole curriculum and provide them with skills for the future.

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Supporting a Primary Inclusion Hub in gaining maximum benefit from edtech for SEND learners and those struggling to access mainstream provision

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Throughout Lancashire, each district has its own Primary Inclusion Hub, which provides support to primary schools within the district. This is an existing structure, with representation from local Primary Headteachers and the Lancashire Schools Improvement team. The main priorities of the Inclusion Hubs are to provide support to learners with complex behaviour and/or SEND and pupils who are at risk of exclusion.

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https://www.gov.uk/topic/schools-colleges-childrens-services/special-educational-needs-disabilities

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We use some essential cookies to make this website work.

We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

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Special educational needs and disability (SEND): detailed information

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We use some essential cookies to make this website work. We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. We also use cookies set by other sites to help us deliver content from their services.

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https://www.lancashire.gov.uk/council/strategies-policies-plans/children-education-and-families/fair-access-protocols/

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The school admissions code requires each local authority to have a fair access protocol. All schools and academies must participate in their local authority’s protocol. This ensures that unplaced children, especially the most vulnerable, are offered a place at a suitable school as quickly as possible. This includes admitting children to schools that are already full.

The fair access protocol is designed to ensure children who find themselves in challenging circumstances are found school places and outlines the arrangements to support this. It is not intended to cover the majority of children for whom in-year admissions are straightforward and for whom normal admission arrangements apply.

Fair access protocol

Contents

Introduction

Legal background

Section 1 - When will FAP be applied?

Section 2 - Retrospective admissions

Section 3 - Why is FAP needed?

Section 4 - Key principles

Section 5 - Which children are included in FAP?

Section 6 - Will schools be exempted from FAP in any circumstances?

Section 7 - How will the FAP be administered?

Section 8 - Approaching the identified school

Section 9 - The operation of the pupil placement panels

Section 10 - What if a school refuses a FAP referral?

Section 11 - Reporting

Section 12 - Area Pupil Access Team Contacts

Introduction

There is a statutory duty that schools participate in a Fair Access Protocol and Lancashire has a successful history of this. The placing of Fair Access pupils requires further clarity and transparency and this new protocol seeks to ensure that all schools contribute to the placing of these children in line with the spirit and ethos of the original protocol.

We are committed to developing our strong relationships with schools and hope this updated protocol continues to support our most vulnerable children and the schools who offer them a place.

Secondary schools and academies and all admission authorities do share responsibility for ensuring that vulnerable, new to area children are admitted to school as quickly as possible. Children missing education are at a significant risk of underachieving, victims or harm or exploitation and of becoming NEET later in life. There should be an expectation that we all work in partnership to safeguard and promote the welfare of children.

For vulnerable (hard to place) children Local Authorities must have a Fair Access Protocol (FAP). This should be agreed with the majority of schools and academies. All schools and academies must however participate in its operation.

FAP operates outside of normal admission processes and can allocate places in year groups which are already full or even over the school's admission number.

As with all admission issues effective working relationships between schools and the Local Authority and a mutual exchange of information about individual cases and local factors are vital. The vast majority of Lancashire's In-Year secondary admissions proceed with minimal bureaucracy and delay. It is intended that this will continue in order to minimise FAP referrals.

For the FAP to work effectively it is imperative that the Local Authority has an overview of all the pupil placements that have taken place within a district. This document should demonstrate the distribution of pupils amongst the schools and needs to be a 'living' record that will provide a starting point at any meeting of the Pupil Placement Panel, when considering future placements. Although the School Admissions Code precludes FAP applying to looked after children and children with Education Health and Care Plans it can be helpful for these pupils to be included in the overview alongside any managed moves that have been agreed amongst schools.

Legal background

FAP has a legal basis. The School Admissions Code (September 2021) is issued under Section 84 of the School Standards and Framework Act 1998.The Code imposes mandatory requirements upon various groups including Local Authorities and admission authorities (the Local Authority and Governing Bodies of all voluntary aided and foundation schools and academies and free schools).

The Code specifically requires that:-

Each Local Authority must have a FAP which is agreed with the majority of schools.

Outside of the normal admissions round unplaced children, especially the most vulnerable, must be offered places as quickly as possible.

The Local Authority must ensure that no school is asked to admit a disproportionate number of children who have been previously excluded or who present challenging behaviour.

All admission authorities must participate in FAP.

There is no duty to comply with parental preference.

FAP does not include children in public care (looked after children) or those with full Education, Health and Care Plans naming a school. These children must be admitted (there are some caveats relating to class size legislation).

Admission authorities must admit children when asked to do so

School Admissions Code – Section 3 – (3.14, 3.16 and 3.19)

Section 1 - When will FAP be applied?

FAP does not affect the usual admission processes which apply to all schools and should not be used to circumvent the normal in-year admission process. Under the in-year admission process, where places are available and parents request admission then offers should be made. Parents must also be advised of their appeal rights where places are not available.

FAP will apply predominantly to Lancashire resident children, without a school place who are seeking admission to a Lancashire school and meet one of the prescribed categories. (Paragraph 3.17 of the Code). FAP applies where preferred schools / year groups are already full. Also if the usual in year admission processes are deemed to have failed.

When a pupil moves into Lancashire and makes a request for a school place that is subsequently refused, the admission authority should consider whether the child would be eligible to be placed via the FAP. Where it considers that the child falls, or may fall, into any such category, the admission authority should notify the local authority of this. The local authority should then decide whether the child is to be placed via the FAP. The parents should be notified of this and a school place must be allocated within 20 school days.

Section 2 - Retrospective Admissions

In cases where following the admission of a pupil, information is subsequently received from the previous school which had this information been available at the time of admission the pupil would have been considered under FAP, the PPP representative can request a retrospective FA admission.

The process for such a request needs to be made in writing/email by the PPP ref providing full details of the new information received, evidence of issues which have arisen since the child was admitted to school (within 4 weeks) and the reason why it is felt that this child should be considered under the FAP.

The request will be considered against the FA criteria and a decision communicated to the school.

The pupil must remain on roll at the school and the placement will then be recorded as a Fair Access admission, if appropriate.

Section 3 - Why is FAP needed?

Lancashire secondary schools already work well together and also with the Local Authority's Area Pupil Access Teams in order to manage in year admissions. Pupil Placement Panels operate effectively on a district basis and the vast majority of schools have active representation.

For some vulnerable children there are however occasional refusals to admit or delays in offering places. FAP seeks to ensure that the needs of the child and the school are considered in placing children who are included in the protocol.

FAP is needed therefore:-

To fulfil the legal requirements of the School Standards and Framework Act and the School Admissions Code.

To quickly place vulnerable children who are accepted within the FAP.

To avoid refusals to admit which are unlawful and which create gaps in educational provision. They also often raise tensions between the parties involved.

Section 4 - Key principles

Since 2012 a formal and structured FAP for secondary schools and academies has operated in Lancashire. This has successfully placed hundreds of children including many with records of permanent exclusions and challenging behaviour.

Key Principles:-

1. FAP arrangements must be fair, equitable and transparent.

2. FAP must acknowledge and address the needs of children not on a school roll and deal with place requests quickly and sympathetically.

3. FAP will seek to reduce the time that vulnerable children spend out of school.

4. FAP will seek to share FAP admissions between schools in an area though there will be occasions where a strict order cannot be applied.

5. FAP will apply to in year admission requests and not to children already within annual intake processes.

6. Area Pupil Access Teams will administer and monitor FAP and may make referrals direct to secondary schools or to Pupil Placement Panels depending on the timing of the panel meetings.

7. Decisions made by Pupil Placement Panels will be acted upon unless there are exceptional circumstances that the panel members were unaware of. This is essential to avoid delays and the unlawful refusal of places.

8. Lancashire's secondary FAP will apply to all families resident within the County. Those resident in other areas should approach their home local authority for advice. There may be exceptions where the Local Authority or a panel has accepted a referral within its agreed FAP.

9. Children in care and service families posted into Lancashire will normally be referred via Area Pupil Access Teams. These will usually be considered as discretionary admissions rather than FAP but can be included within any district overview when considering other placements. Admission to full year groups will often be required in these cases.

10. Parental school preferences and denomination / faith requirements will be noted but these do not have to be taken into account in applying FAP and making referrals for admission.

Section 5 - Which children are included in FAP?

The FAP only applies to pupils without a mainstream school place.

FAPs may only be used to place the following groups of vulnerable and/or hard to place children, where they are having difficulty in securing a school place in-year, and it can be demonstrated that reasonable measures have been taken to secure a school place through the usual In-Year admission procedures.

The categories for FAP are as follows:-

1. Children either subject to a Child in Need Plan or a Child Protection Plan or having had a Child in Need Plan or Child Protection Plan within 12 months at the point of being referred to the Protocol;

2. Children living in a refuge or in other relevant accommodation at the point of being referred to the Protocol;

3. Children from the criminal justice system;

4. Children in Alternative Provision who need to be reintegrated into mainstream education or who have been permanently excluded but are deemed suitable for mainstream education;

5. pupils that have Special Educational Needs and are currently receiving additional targeted support within school (including children undergoing statutory assessment) but do not have an EHC Plan;

6. Children who are carers;

7. Children who are homeless;

8. Children in formal kinship care arrangements (as evidenced by a Child Arrangements Order not relating to either birth parent or a Special Guardianship Order);

9. Children of, or who are, Gypsies, Roma, Travellers, refugees and asylum seekers;

10. Children who have been refused a school place on the grounds of their challenging behaviour (see below for definition);

11. Children for whom a place has not been sought due to exceptional circumstances; (it is for the LA to decide whether a child qualifies to be placed via the FAP under this category, based on individual circumstances);

12. Children who have been out of education for four or more weeks where it can be demonstrated that there are no places available at any school within a reasonable distance from their home;

13. Previously Looked After children for whom the Local Authority has been unable to promptly secure a school place.

Where a SAO is being considered these pupils may fall under category k therefore, the Fair Access and Pupil Placement Officer will need to take the following into account before identifying a school to be named for the purpose of the SAO.

The nearest school to the child's home address, or the nearest school that has not admitted a School Attendance Order pupil during the academic year, or the last school the pupil was on roll at (within the district).

Section 6 - Will schools be exempted from FAP in any circumstances?

All Lancashire schools must participate in FAP - this is a legal requirement. The only circumstances where referrals will not be made are:

1. Where the child was previously permanently excluded from a school they will not be referred back to the same establishment.

2. Where a school is in an Ofsted category. This would normally be where a school has been placed in Special Measures and the length of the exemption would be determined by the panel members.

3. Where there is a serious recent or ongoing complaint / legal issue with the child or family in relation to a particular school or a member of staff at a particular school.

4. Where there has been a police investigation of a serious nature involving a pupil or member of staff at a particular school.

5. Additionally, decisions can be made by panel members to exempt a school or a particular year group within a school because of challenging circumstances such as the behaviour of a cohort.

If the Local Authority is aware that a school has recently taken a referred FAP admission and in the short term a second request appears then the Area Pupil Access Team will inform the parents / carers about the principles of sharing FAP admissions and about other locally available places.

Occasionally, there may be very good reasons why successive FAP requests may require admission to the same school (for example - existing family links or isolated geographical location near to home address).

Section 7 - How will the FAP be administered?

For the majority of secondary in year admission requests families secure places or seek appeals, without the need for consideration of FAP. Area Pupil Access Teams are able to offer advice where this is required.

On receipt of an In-Year application that indicates the pupil may meet criteria for a Fair Access admission, additional information can be requested by the Local Authority to give consideration to the best way forward.

Where additional information has been provided, the purpose of this resource is to inform effective support and provision for admission.

If a case is accepted as a Fair Access admission a referral will be made by the Fair Access and Pupil Placement Officer. This may be direct to a school or to the district pupil placement panel depending on the timing of the referral. A Pupil Placement Panel Referral Form is commended for use to ensure that there is a transparent exchange of comprehensive background information including behavioural and attendance history. Requests will not be unduly delayed pending a panel meeting taking place. Wherever possible, and where background information is available, pupils should not be without a school place for more than 20 school days.

As outlined in the School Admissions Code, the FAP sits outside the other admission processes and therefore

Schools cannot cite oversubscription as a reason not to admit a Fair Access pupil

Fair Access pupils must be given priority for admission above other pupils who may be on a school's waiting list

Where a parent makes an in-year application that meets thresholds for FAP, the parent is entitled to appeal for a preferred school if:-

The preferred school is approached but refuses to admit or

The preferred school is not identified, under the protocol, as the school which should admit the child.

The Area Pupil Access Team will determine whether a mainstream school placement is likely to be successful. Each year, a number of pupils move in to Lancashire or move within Lancashire and are placed directly into a PRU or Alternative Provision as the background information has indicated that the young person would not succeed in a mainstream setting.

Where pupils move into Lancashire shortly after a panel has taken place, initial contact with schools will be with head teachers or a designated member of staff to negotiate a placement. It is hoped that contact with head teachers will be to arrange admission and not to decide whether or not a FAP referral should proceed. FAP does operate outside of normal admission procedures.

The FAP will include the grammar schools where children have previously been assessed suitable for grammar school or who perform at a level which would indicate a grammar school would be well placed to meet their educational needs.

Section 8 – Approaching the identified school

Once a school has been identified by the FA and PP Officer, the officer will contact the school with a formal request to admit the child together with the reasons for the request.

There is an expectation that the school will agree to the request to admit unless any of the criteria in Section 6 are met. In any event, schools should respond in writing within 5 school days to avoid a delay in the process. Where a school is declining the request to admit they must clearly set out their reasons for refusing to offer a place.

Section 9 - The operation of pupil placement panels

Pupil Placement Panels are now in operation across all of Lancashire. It is for the panels to determine how the pupils are distributed within a district and whether to use a quota system. If no agreement can be reached the Local Authority can be asked to try and mediate a solution.

The overriding expectation at panel meetings is for schools to be identified for each FAP child. It is a reasonable expectation however that pupils are only brought to panel with as much background information as is available. Every pupil brought to panel should have an educational destination identified whether this be at a school or the local Pupil Referral Unit.

Criteria for consideration may include:

Parental Preference.

Whose turn is it?

Is the school reasonably accessible by school or public transport?

Has the school already admitted FA pupils in to the particular year group?

Has the school admitted looked after children or children with EHC plans to that particular year group?

Has the school already admitted the agreed number of FA pupils overall?

It is up to individual schools to nominate representatives and ensure attendance. In some districts, the head teachers are the decision makers but in most cases it is a senior leader from school, with pastoral responsibility. Representatives of all schools who attend district pupil placement panel meetings must be empowered to make decisions once a referral has been agreed and take the pupil forward for admission.

If schools choose not to take part in the pupil placement panel or a representative from a school does not attend a panel, FAP referrals will still be made and should be accepted without any second decision making taking place (unless one of the defined exceptions is subsequently identified).

FAP referrals brought to panel should be accompanied with all of the relevant educational history. The expectation is that a behaviour chronology and attendance history will be provided. It is imperative that any previous conduct that might put staff or pupils at risk is also shared.

Within these parameters, it is up to panel members to decide how the panels are chaired, administered and the role of the Pupil Access representative.

Section 10 - What if a school refuses a FAP referral?

If a school refuses to admit a FA pupil then the Area Pupil Access Officer will make every attempt to discuss the request with the head teacher, preferably by telephone but by email if need be. It is always preferable to negotiate an agreed placement.

In some circumstances however, a refusal to admit by a head teacher or school representative will be unlawful. It inevitably results in a vulnerable child being out of education for a protracted period and therefore results in exactly the opposite of what the FAP intends to achieve.

If a resolution cannot be reached then the Local Authority may take the refusal up direct with the Chair of Governors and seek his / her assistance in proceeding with the FAP admission.

Section 6 of the School Standards and Framework Act 1998 confirms that the Local Authority is the admission authority for community and voluntary controlled schools. It states that governing bodies have a duty to implement any decision relating to the admission of pupils which is taken by or on behalf of the admission authority.

For voluntary aided and foundation schools, the Local Authority has powers to legally direct admission in certain circumstances. Prior to this happening there would be liaison with the Governing Body (usually via the chair of governors).

For academies and free schools the Local Authority can request that the Secretary of State intervenes if it is not possible to reach an agreement through consultation. The Secretary of State will usually take advice from the Office of the Schools Adjudicator in deciding to legally direct an academy or free school to admit a child.

The governing body of a maintained school can appeal by referring the case to the Schools Adjudicator within 15 calendar days. Similarly, it is expected that an Academy will agree a start date for a child or set out its reasons for refusal in writing to the local authority within 15 calendar days.

If an Academy has not agreed a start date the local authority can apply for a direction from the Secretary of Stata via the Education Funding Agency.

Section 11 - Reporting

The Area Pupil Access Team will produce an annual report that provides data on the number of permanent exclusions, Fair Access referrals, managed moves, dual registrations and removals from roll to EHE have taken place within each district. The report will indicate the number of placements under Fair Access or managed moves that have been successful.

Section 12 - Pupil Access Team contacts

Thematic Lead for Fair Access

Lucia Brown

Tel: 01524 586417

Email: lucia.brown@lancashire.gov.uk

North

Debbie Greenwood

Tel: 01524 581134

Email: debbie.greenwood@lancashire.gov.uk

South

Nicola Watkinson

Tel: 01772 530874

Email: Nicola.watkinson@lanashire.gov.uk

East

Paul Sandiford

Tel: 01254 220722

Further contacts are available via your area education office.

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The school admissions code requires each local authority to have a fair access protocol. All schools and academies must participate in their local authority’s protocol. This ensures that unplaced children, especially the most vulnerable, are offered a place at a suitable school as quickly as possibl…

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Here you will find useful resources and information about Child Criminal Exploitation.

Please click on the link below for the Lancashire Violence Reduction Network Child Criminal Exploitation -A Toolkit for Professionals

a campaign to prevent young people from being groomed by drug gangs

www.nestlancashire.org a group set up in Lancashire to support young people who have been affected by crime

https://www.gov.uk/government/publications/help-young-people-avoid-involvement-in-serious-and-organised-crime

A Home Office toolkit to help practitioners deliver interventions to young people who are involved in, or at risk of involvement in, Serious and Organised Crime. It includes guidance on understanding: the threat in an area, how to identify people at risk of involvement, how to engage effectively with those people, the type of activity that can be effective in diverting them from involvement, exit strategies and support for those people once an intervention comes to an end

County Lines and Looked After Children publication

A new research publication regarding criminal exploitation, utilising data from North Wales and Merseyside, has been produced by Crest, a crime and justice consultancy.

County Lines exploitation

Appropriate Language Guidance

Please email MASPD6@larches.lancs.sch.uk if you require any further information

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Here you will find useful resources and information about Child Criminal Exploitation. Please click on the link below for the Lancashire Violence Reduction Network Child Criminal Exploitation -A Toolkit for Professionals a campaign to prevent young people from being groomed by drug gangs www.nestlancashire.org a group set up in Lancashire to support young people who have been affected by crime https://www.gov.uk/government/publications/help-young-people-avoid-involvement-in-serious-and-organised-crime A Home Office toolkit to help practitioners deliver interventions to young people who are involved in, or at risk of involvement in, Serious and Organised Crime.

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Team Around the School and Setting ~ TASS

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Team Around the School and Setting ~ TASS

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https://www.lancashire.gov.uk/children-education-families/schools/team-around-the-school-and-settings-tass/

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"Working together to have the right service in the right place at the right time"

What TASS does

Find out what TASS does and why.

TASS charter

We have high aspirations for all our children and young people.

TASS in Lancashire

Find out about the TASS Locality Groups and our Place Based Partnerships.

Contacts

Who to contact for support and advice.

Feedback

Please give us your feedback about this site.

Partners

The TASS approach is implemented by a large local network of partners, including NHS trusts and clinical commissioning groups, schools, the police and neighbouring unitary and district authorities. Lancashire's interconnected services work closely with children and families to ensure they remain at the centre of all that we do. TASS enables agencies, stakeholders and communities to come together to find solutions to barriers, utilise early help and interventions and ultimately improve outcomes for children and young people. If you work with children and young people in Lancashire, or you are involved in their care or education – you are already part of TASS!

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Team Around the School and Settings or TASS

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The TASS approach is implemented by a large local network of partners, including NHS trusts and clinical commissioning groups, schools, the police and neighbouring unitary and district authorities. Lancashire's interconnected services work closely with children and families to ensure they remain at the centre of all that we do.

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https://www.lancashire.gov.uk/media/933692/education-strategy.pdf

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Lancashire County Council Inclusion Service

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Lancashire County Council Inclusion Service

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https://www.lancashire.gov.uk/children-education-families/special-educational-needs-and-disabilities/getting-help/inclusion-service/

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The Inclusion Service (previously the Special Educational Needs and Disabilities or SEND Service) advises and supports parents, carers, families, and professionals with the additional needs of children and young people.

Our offer includes:

Advice and support from our specialist teachers, educational psychologists, assessment team and specialist social workers. Please contact your area team, we can help with a range of issues like:

sensory impairment

transitions

how to request an education, health and care plan

Personal Budget

Free newsletter and Facebook page providing the latest SEND updates.

Inclusion Service area teams

North - Fylde, Wyre and Lancaster
Tel: 01524 581 200
Email: Inclusion.North@lancashire.gov.uk

South - Chorley, South Ribble, West Lancashire and Preston
Tel: 01772 531 597
Email: Inclusion.South@Lancashire.gov.uk

East - Hyndburn, Ribble Valley, Rossendale, Burnley and Pendle
Tel: 01254 220 553
Email: Inclusion.East@lancashire.gov.uk

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The Inclusion Service (previously the Special Educational Needs and Disabilities or SEND Service) advises and supports parents, carers, families, and professionals with the additional needs of children and young people. Our offer includes: Advice and support from our specialist teachers, educational psychologists, assessment team and specialist social workers.