Pastoral Support Programme - Good Practice Guidance

The government's guidance on the use of Pastoral Support Programmes (PSP) describes a PSP as a school based and co-ordinated intervention to help individual children to improve their Social, Emotional and Mental Health Needs. Pastoral Care within the curriculum, in particular since Covid-19 has never been so important and this is set out by the DfE guidance 'Pastoral Care within the curriculum' There is no legislative requirement to utilise a PSP, however, if used appropriately they can be highly beneficial to the reduction of behaviours that are difficult to manage. Specific reasons for introducing a PSP include preventing exclusion by adding clarity to the joint expectations of all those involved with a child or young person and ensuring an appropriate behaviour management system. This guide represents Hillingdon Council LA's recommendation for the use of PSPs and their implementation. Core to this approach is an 'Assess, Plan, Do, Review' format, which ensures that the pupil is supported to make develop and manage their behaviour overtime and that the school has a system to accurately monitor this.

What is a PSP?

A PSP is a structured preventative intervention which supports the pupil to collaboratively work with staff to develop their behaviour and ultimately avoid exclusion. The PSP will identify precise and realistic short and long term targets for the pupil to achieve on their journey to better management of their behaviour. As collaboration and involvement of the key individuals around a child have been shown to be considerable indicators of successful intervention, parents/carers are encouraged to be an active part of this process.

The PSP will be focused on supporting the pupil to make positive changes to their behaviour and identifying how they will be supported to do this. The plan must be practical and manageable as well as achievable. Schools are encouraged to use SMART targets with The PSP as it will ensure that they are realistic, time focused and measured with success incorporated. The PSP is developed in conjunction with other existing plans and is not to be regarded in isolation. An example being, if there is a pre existing behaviour plan, the PSP would replace this, but if there is an SEN support plan (more academic focus), these need to be occurring simultaneously. While school staff may have previously used a range of interventions as part of a child's Individual Educational Plan (IEP,), school representatives need to be prepared to make additional commitments as part of the PSP. A successful PSP requires commitment and active effort from all parties involved (i.e. Pupil, parents/carer, teachers, agencies etc.).

It is imperative that the pupil's parent/carer are involved in the Programme, invited to meetings and has the opportunity to contribute to the targets set; in this way, the parent/carer's role is fully acknowledged and the pupil will receive more consistent support with meeting targets.

The process of setting up a PSP

The PSP is set up in consultation with the pupil, parent/carers and other agencies (if applicable). It is important that all parties work in partnership and understand their roles and responsibilities in relation to the PSP. In drawing up a PSP, a range of assessments will be undertaken to understand the nature of the concerns regarding the pupil. These assessments may include:

A review of learning needs, particularly literacy skills that may be affecting a pupil's behaviour. If necessary, a learning programme will be implemented. This may include identifying particular forms of study support. There may be a review of the teaching groups or classes. The PSP could specify a particular teaching group or define a seating plan.
A review of the social, emotional or behavioural needs that may be affecting behaviour and a programme provided to develop these skills as appropriate. As part of this, it may also be appropriate to undertake an assessment of SEMH/SEB needs using an appropriate assessment criteria
Consideration of adjusting the pupil's timetable to allow time for specific learning activities
Involvement of an adult with suitable training to act as a mentor
The offer of specialist support, e.g. emotional support or counselling, for bereavement, bullying, alcohol/ drug related or mental health issues and organise this as necessary
Consideration of outreach support from the Alternative Provision
Consideration of in-reach support from the Alternative Provision, or dual roll of the student
Members of the pupil's peer group being identified to act as a positive role model or 'peer mentor''. Evidence based research has found this to be unsuccessful, but this could vary amongst young people and could still be considered an option for Schools. Evidence Based Interventions

As part of this assessment process it may be appropriate to undertake an assessment of needs using an appropriate external professional (e.g. CAMHS, Educational Psychology, Speech and Language Therapy Services, Occupational Therapy Services etc.) which would also provide the opportunity to benefit from other expertise, resources and an outside perspective (i.e. outside of the immediate schooling system)

Before the first meeting

Pupil Voice

Before the PSP, information should be gathered from the pupil to ensure that 'the voice of the child is heard'. This is outlined further within the SEND CoP, (2015) which places emphasis on the voice of the C/YP and their families. There should be appreciation that there might be some harsh or negative things to say about other people, but that this is not something with which is consequential. This will allow information to be shared of how young person is feeling when they are coming into School and how we can improve this. Certain tools that can be used to complement this, include a One Page Profile, Communication Passports etc.

PSP Guidance

To set up a PSP, the school arranges a meeting and invites the parent/carers, a representative from an outside agency such as the LA or outreach worker from the PRU. At the meeting, there will be discussion around the areas of concern and suitable plans to help get the pupil back on track, both academically and socially. The following documents may be completed prior to the initial meeting:

Pre-meeting Summary
Pupil questionnaire. There are two versions of this and whichever is most suitable for the individual pupil should be used. Generally the one on pages 9 and 10 are most likely to be applicable for primary aged pupils and the one on pages 11 and 12 for secondary age pupils, but individual pupils will have different needs/capabilities. The aim is to get the pupil to engage with this activity and so time should be spent explaining the significance of why they are completing this and encouraging their active engagement.
Parent/carer questionnaire
Staff questionnaires (given to key staff members
Behaviour Log
Copies of any comments from the Special Educational Needs Coordinator SENCO
Individual Education Plans (IEP)
Attendance record and support
Summary of current adjustments/support currently offered by staff
Exclusions record

The PSP Initial Meeting should follow the Assess, Plan, Do, Review format:

Assess

Use information gathered from a range of sources including the pupil, parent/carers, school staff and other relevant professionals. This stage is crucial because the information gathered here will inform everything that follows.

Plan

Agree specific and realistic targets. These should be SMART (specific, measurable, achievable, results-focused and time-bound). There should be agreement as to how the pupil may be helped to achieve these targets. These targets should be proportionate and stepped so that progress along the way can be recognised and rewarded. Something is only rewarding if the pupil actually wants it and it is achievable and the reward need not involve money: it can be a parental response to good reports from the school and may just be time spent by the parent with the pupil, in an activity enjoyed by the pupil.

Identify the consequences that will result if the pupil does not demonstrate efforts to meet the agreed targets including any sanctions that may be applied. Remember that rewards for success will be more effective than sanctions for a lack of success.

Identify how the support for the pupil will be put in place, to enable each target to be achievable. This support could be provided by the parent, school staff or staff from the outside agency. Identify the recognition and rewards that the pupil will receive when they demonstrate efforts to meet the agreed targets.

Review

The PSP should have a time limit set, with regular reviews and updates (e.g) lasts three months, with reviews every six. Although there is not a specific requirement of a time process that is set, good practice would mean that all adults should be offering support in School and at home. If there is not a change in behaviour over this time, then further options should be sought from the Prevent Exclusion Guidance for Schools. Further to this, if all options have been exhausted, then the School should seek further information from the Local Authority before making this decision by emailing exclusionsupport@Hillingdon.gov.uk.

Running the Initial Meeting

The initial PSP meeting should be held in school time but, as parent/carers are an integral part of the programme, flexibility is necessary. Everyone present will have the opportunity to speak and discuss ways to overcome the pupil's difficulties. The setting of targets is the main focus of the meeting and at this point, the pupil's involvement is the key to success. All present must sign the targets, to show that all the adults, along with the pupil, are taking responsibility for helping the pupil.

Follow the Initial Meeting Agenda

Complete Initial Meeting Summary

Ongoing Support

At the initial meeting, monitoring arrangements will have been made explicit. These would usually be weekly or fortnightly with a key member of staff (although in many circumstances, daily reporting may be helpful.) The most effective PSP's are where there is constructiveongoing communication between school and home.An interim review meeting will be planned, to provide opportunities to share successes and if necessary amend any arrangements to support the pupil to continue to move forward.

The 4-week Review Meeting/8 week Review Meeting

The school will determine how many review meetings may be necessary; some pupils will only need one interim meeting, but others may benefit from two. These are the formal review points but actions will be undertaken continuously to support the pupil: see checklist:

All commitments agreed at the initial meeting need to be reviewed; focusing on solutions is the key to success. School staff will share reports about the child's progress towards the targets. Any supporting agencies will report on the commitments they made. Staff, parent/carers and other professionals may make adjustments to their commitments if necessary.

The original targets may be tweaked during the 12-week period, becoming more challenging over time. This gives the pupil confidence in their ability to take an increasing level of control of their behaviour. If the pupil is struggling to meet the targets, indicating that the measures being taken are not meeting the pupil's needs, further measures should be identified at the review to help the pupil. The 12-week Final Meeting

All commitments agreed at the previous meeting are reviewed. School staff will share reports about the child's progress towards his/her targets. The PSP is evaluated and judged to have either been successful or unsuccessful.

What happens if the plan is successful?

If there is data and other evidence to show that the PSP has been successful, the pupil is given credit for responding positively to the support offered. School staff may continue to support and monitor their behaviour as the pupil may continue to have challenging behaviour despite the progress made.

What happens if the plan is not successful?

If it appears that the PSP is unlikely to be successful, alternatives should be discussed at the review meeting. The coordinator will need to contact parent/carers to discuss options if the school feels that the plan is failing between review periods. If, after 12 weeks, a PSP has not managed to remove the risk to the pupil of disaffection or exclusion, the school may go on to consider alternative options. Details for how to arrange this can be found here.

Pastoral Support Plan (Word doc) [70KB]

Published by Hillingdon Council - January 2021