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Analysis tools signposted to within the checklist.

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Tools to collect CYP voice signposted to within the checklist.

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The Stress Bucket can help you talk to a CYP if they are feeling stressed or overwhelmed. You can help them think of ways that they can manage their stress.

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The INDES is a tool for professionals which helps to clearly identify a child's needs so provision and support can be put in place. The INDES can also aid communications with parents and carers and gives all professionals a clear view of the profile of need.

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INDES are a framework of standardised terms, co-produced and facilitated by the Inclusion and SEND team, breaking down the broad areas of SEND into seven specific sections which describe need:

Physical disability (including physical and neurological impairment, medical, independence and sensory)

Deafness

Visual impairment

Speech and language

Social communication and interaction

Social, emotional and mental health

Learning and cognition difficulties (including behaviour for learning)

When identifying a child or young person's needs as part of the assess, plan, do, review process (SEND Code of Practice, 2015), professionals use statements within the above that best describe presentation of need from typically developing to complex. Inclusion and SEND have produced an INDES implementation guide to support settings in its use.

The INDES web form is available online.

An INDES data collation tool has been created to aid settings to collate information about a cohort of children and young people from a variety of sources before completing a web form.

See also the INDES guide to complete SLCN section, a table showing the four different factors considered within the speech language and communication needs (SLCN) descriptors.
The benefits for education settings:
The use of INDES means educational settings and all other SEND professionals in Norfolk use a common language and terms of reference which give an "at-a-glance" high context presentation of need.

This helps to quickly and clearly identify a child's needs so provision, Element 3 funding and services can be put in place more swiftly and all professionals have a clear view of the profile of need. The INDES also aid communications with parents and carers, and provide detail to aid census returns.

INDES also support education, health and care plan (EHCP) referrals and reviews for children and young people and can be used to support phase transfer or transitions as well as document a child's progress over time.
The benefits of INDES for county council:
Educational settings should use the INDES alongside the Inclusion and Provision SEF (IPSEF) so we can create a reliable and high-quality standardised set of data to help us:

Better plan the deployment of our services

Make effective and efficient budgetary decisions

Identify gaps in our services and in setting provision

Correctly contrast and compare areas

More quickly process funding requests to support educational settings

Help us measure our impact

It is recommended that INDES be completed at least annually for each child or young person with SEND on an educational setting's roll. The best time for this to take place is at review stages for those with EHCPs or on SEN Support lists at the discretion of education settings in agreement with children and their families.
Moderation:
We would recommend that education settings conduct their own internal and external moderation to ensure consistency across an organisation, trust or cluster. The Inclusion and SEND team will conduct moderation exercises throughout an academic year.

The INDES moderation panel is made up of professionals from education settings and NCC SEND and Inclusion teams.

Expressions of interest in joining the moderation panel will be considered - please contact the Inclusion and SEND team via the indesipsefsupport@norfolk.gov.uk mailbox.

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Identification of needs descriptors in educational settings (INDES)

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INDES are a framework of standardised terms, co-produced and facilitated by the Inclusion and SEND team, breaking down the broad areas of SEND into seven specific sections which describe need: Physical disability (including physical and neurological impairment, medical, independence and sensory) Deafness Visual impairment Speech and language Social communication and

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Use this model behaviour support plan and guidance to help you confidently continue to support CYP within their mainstream school setting.

If you require any support, please call 0333 313 7165 to get in touch with one of our advisers. This phone line is open on weekdays, from 9am to 5pm.

If your query relates to training, please email sendandinclusiontraining@norfolk.gov.uk

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Ideas to engage CYP and capture their voice!

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Ideas to engage CYP and capture their voice!

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Talk to them whilst they are doing activities they enjoy

Use drawing rather than writing

Ask CYP to work on a project / campaign to share and present their views

Use voice recorders

Set up focus groups which meet every term

Involve CYP in policy development

Draw a target in the middle of a piece of paper and give each CYP a sticker...Ask CYP about how well something met their needs...The more it met their needs, the closer to the target that they place their sticker!

Engage with parents to capture the voice of younger children

Involve CYP in policy development

Engage CYP already involved in particular groups e.g. YC groups can provide feedback on YC provision across the school

Involve CYP in staff interviews for relevant roles e.g. YC Champion interviews

Consider inviting a CYP along to attend a staff training session to share their experiences

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This behaviour support plan with an added risk assessment may be useful to complete to plan around CYP who display behaviours than harm

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'How we want to be supported' PEaSS Easy Read

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'How we want to be supported' PEaSS Easy Read

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EASY READ How we want to be supported (PEaSS) 

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A number of easy to use person-centred thinking tool templates that can be used practically to capture pupil voice as well as to improve understanding of needs, communication and relationships with pupils.

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Person-Centered Thinking Tools - Helen Sanderson Associates

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Help people to think about and plan for their life in a meaningful way. What are person-centered thinking tools? Person-centered thinking tools are a set of easy-to-use templates that are... Read more "

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DOWNLOAD | All About Me! Resource to Support Child-Centred Meetings

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This download is designed to help you take a child-led strengths-based approach when holding meetings about / with a child.

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A whole-school approach means listening to the voices of everyone in the school community. This includes children and young people as well as parents and carers, and school staff.

Children and young people can offer unique perspectives on what it is like to be a pupil at their school; involving them in decision-making can create meaningful change and better academic outcomes, as well as facilitating a sense of empowerment and inclusion.

What is it and why is it important?

Pupil voice in schools means a whole-school commitment to listening to the views, wishes and experiences of all children and young people. It means placing value on what children and young people tell school staff about their experiences.

Children and young people need to be provided with meaningful opportunities to share their experiences, views and hopes about their school. Pupils need to know that it is safe and that it is important for them to express their views on what happens at school. They need to know that what they say is valued and will be listened to and considered.

Schools with a strong commitment to pupil voice have reported many positive outcomes. These include a reduction in exclusions, better behaviour, better relationships across the whole-school community, and improving attainment and attendance - all of which can also improve your school's rating by the school inspectorate.

What does it look like in practice and how can we work towards it?

There is no one way to promote the voice of children and young people in a school or further education setting; every setting is different with a unique cohort of pupils. Here are some ideas a school might use to get started:

Create regular opportunities for children and young people to share their views with each other and school staff.

Vary the ways in which pupils can participate; for example:

School councils can make useful contributions to shaping school life but only a small number of pupils can get involved and some may find this type of formal engagement challenging.

Holding a class or tutor group meeting to discuss the agenda of the next school council meeting can be an effective way of encouraging all pupils to contribute in a non-threatening environment.

Assemblies too can provide opportunities to make sure pupils understand a school's commitment to knowing what children want and need.

A 'suggestion box' placed in the entrance hall or in each classroom, with the contents shared at the school council meetings can also be effective.

Many schools have a 'family group' system where the school is divided into manageable groups which meet each week and discuss a range of themes and issues; often health and wellbeing-related. Decisions and comments can then be passed onto the school council, staff, senior management team or head teacher. These family groups can also encourage older pupils to care for younger pupils and to become role models.

Consider how to ensure that all children and young people are being heard, across each age group. How will you overcome language barriers? How will you make sure that the younger or more vulnerable and/or quieter pupils are listened to? What about those pupils who don't enjoy being at school or those who don't attend regularly? Make sure that it isn't only school council members who get their voices heard.

Make sure consultation is varied and includes many different aspects of school life. For example: the curriculum, how pupils like to learn, facilities and the physical environment of the school, break times, after-school clubs, uniform, welfare and bullying. Consultation must have clear, published actions, otherwise there is a danger of pupils feeling that school staff are just going through the motions.

Make sure the values and ethos of the school reflect the commitment to pupil voice. Is it included in school statements, school action planning, the website, classrooms and any other publications that talks about whole-school values?

Embed children and young people's participation into all aspects of school life rather than just seeing it as an add-on. Ask pupils the best way to promote participation and ensure their voices are heard within the school and wider community. They will have great ideas. Trust them!

Review regularly; something that worked once might not be working now. For example, involve pupils in reviewing the anti-bullying policy. Does it work? What needs to change?

Trust parents/carers and involve them in decision-making. For example, introduce a 'parents/carers' forum', where issues can be discussed and views can be sought.

Top tips

Secure commitment

Secure commitment from the governing body or parent council, the senior leadership team and all staff so that pupils know their voice is important.

Manage expectations

Make sure children and young people understand the scope of their participation, and what is and isn't possible to achieve.

Provide feedback

Give regular feedback to pupils. If they have put time into contributing they need to know the outcomes.

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A whole-school approach means listening to the voices of everyone in the school community. This includes children and young people as well as parents and carers, and school staff.

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Identifying Reasons for Behaviour Tick Chart

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Identifying Reasons for Behaviour Tick Chart

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Identifying Reasons for Behaviour Tick Chart.docx

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Inclusion and SEND: PATHS | Norfolk Services for Schools

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The PATHS® programme is an evidence-based, social and emotional programme for primary aged pupils.

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Intran services including Language Line can be used to collect CYP voice for those who have EAL.

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INTRAN interpreting and translation

The Norfolk EAL service is currently offering Norfolk schools FREE access to telephone interpretation service via Language Line in order to communicate directly with EAL children, families and UASC regarding returning to school after lockdown. This service allows you to have a 3 way conversation with the child/parent and an interpreter by phone, and can be done to call home or at school, using the phone's speaker function.

Interpretation services available to schools is a 5-minute video that explains how to use the Language Line interpretation service, and includes an example of a Language Line call.

For more details of how to use this service, please email: inclusionandsend@norfolk.gov.uk

Norfolk County Council has been accessing interpreting and translation services through its membership in the INTRAN partnership for almost 20 years. Under this partnership, public sector organisations access quality, professional and experienced interpreting services while enjoying the benefits of best value by INTRAN using its bargaining power to get value for money services.

INTRAN provides:

Face to face interpretation (this needs to be booked in advance) and is recommended for meeting with parents, especially regarding PEP SEN, safeguarding issues and sensitive issues.

Telephone interpretation (there is no need to pre-book an interpreter as it takes on average only 60 seconds to access an interpreter). This option can be used as a three-way service where people can be called in their homes when they are not with you. More information on using the Language Line telephone interpreting service is available as a downloadable PDF.

A written translation service which enables school to have key letters, documents, and or examinations translated into a range of languages.

The benefits for schools choosing this option to access interpreting and translation services results in:

Reduced risks, particularly in relation to safeguarding

Better outcomes for students, parents and schools

Students and parents being able to give consent through fully understanding the information provided

Improved access to services

Saving staff time and costs through INTRAN carrying out all procurement and ongoing contractual management of the contracts

Norfolk County Council schools

You are already able to access interpreting and translation services through INTRAN. There is therefore no membership fee, but there is a charge for each service listed above.

To find out your school's INTRAN code:

Academies and Free Schools (non-LA schools)

You are able to access INTRAN services for interpreting and translation, and can secure membership at preferential rates. To do this:

Contact your MAT/Academy Trust to join their existing subscription if they have INTRAN membership already

Contact intran@norfolk.gov.uk to arrange membership to INTRAN as advocated by Norfolk Country Council's Children's Services

Google Translate

A 5-minute video on how to use Google Translate with EAL pupils in a classroom setting is also available on YouTube.

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Interpreting and translating with INTRAN

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Council for Disabled Children: What is person-centred planning?

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Council for Disabled Children: What is person-centred planning?

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Understand what 'behaviours that challenge' are and the possible indicators for CYP who may need support in this area.

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Access step-by-step guidance on how to respond when a CYP presents with behaviours that challenge, including editable resources and further links.

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A collection of FAQs around behaviour from school colleagues, with guidance provided by NCC inclusion advisers and informed by national guidance.

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Checklist - Supporting CYP with their behaviour

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Checklist - Supporting CYP with their behaviour

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Complete this short checklist to identify the steps to take to support CYP with their behaviour. If you require any support, please call 0333 313 7165 to get in touch with one of our advisers. This phone line is open on weekdays, from 9am to 5pm.

If your query relates to training, please email sendandinclusiontraining@norfolk.gov.uk

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Behaviour is communication.

Behaviours that challenge can be behaviours that may be challenging to others around the CYP and/or put the CYP or those around them (e.g. parent/carers or teachers) at risk. This may include ignoring instructions, swearing, absconding or throwing things.

CYP use their behaviours to communicate what is happening to them including how they are feeling and what they need.

When a CYP displays behaviours that challenge, it is usually communicating an unmet need or fulfilling a function for them. It is important to consider this when looking at how to support the CYP and their behaviour.

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How do I know if a CYP needs support with their behaviour?

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How do I know if a CYP needs support with their behaviour?

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It is time to provide further support with a CYP's behaviour if it is impacting their wellbeing, their ability to engage with learning, their relationships with peers and/or family members or if it is negatively impacting others including peers or staff members.

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Promoting Positive Behaviours Audit Tool

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Promoting Positive Behaviours Audit Tool

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Use this audit tool to review how you are responding to individual CYP and how you are approaching behaviour at a wider whole school level.

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Promoting Positive Behaviours Tool Interactive 

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How can we review our whole school provision and approaches to behaviour?

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How can we review our whole school provision and approaches to behaviour?

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A good place to start in reviewing your whole school approaches to behaviour would be to complete the Promoting Positive Behaviours Audit tool.

If you would like to review your whole school approaches at a wider level then you can use the IPSEF. IPSEF is a framework that settings can use to evaluate their provision to support inclusive practice - Inclusion and provision self-evaluation framework (IPSEF) - Schools (norfolk.gov.uk)

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How can I support a CYP to reflect on an incident of behaviours that challenge?

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How can I support a CYP to reflect on an incident of behaviours that challenge?

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This resource can be really helpful in supporting CYP to engage in restorative conversations.

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Higher level individual behaviour support plan and risk assessment (1)

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This classroom checklist can be used in any school.