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connect: report on implementation of Better Behaviour - Better Learning, 2004

2 supporting pupils and parents - communication and participation with pupils and parents

• DRESS CODE
• PUPIL COUNCILS
• BUDDYING

2.1 Most schools have introduced dress codes, in consultation with pupil councils, parents, carers, school boards and staff and sanctioned by the local authorities. Over 89% of schools have introduced dress codes and have done so successfully.

"In discussion with pupils there is a clear pride being taken in wearing school uniform."
Glasgow City Council

2.2 The establishment of pupil councils is comprehensive across Scottish schools. In some authorities school councils link into local authority committees and contribute to the authority's consultative process. Some secondary pupil councils meet regularly with Directors of Education to raise and discuss educational issues.

"Involving pupils in decision-making has enhanced the children's recognition of their importance to the school."
Headteacher, Argyll & Bute

2.3 The practice of buddying is widespread in both primary and secondary schools. In all of the schools offering buddying schemes, children and young people are trained and supported by staff mentors, some schools have an accredited programme based on "Working with Others".
The schemes have been developed to provide support to nursery children, children and young people with additional needs and some schools use buddying for in and out of class support. One primary school has introduced buddying as an integral part of their peer mediation project, the purpose of which is to provide an additional support system for children. The mediators are trained in mediation skills and learn about active listening and empathy. They help children to find solutions to problems without blaming or judging others. The school reports that success has been evident in the reduced number of playground discipline problems and the improved school ethos.

"My own view was that I was willing to try anything which would help to promote harmony in the playground and increase children's sense of safety and well-being. it has worked well and been much more effective than I would have believed."
Peer Mediation, Headteacher, East Renfrewshire

• INVOLVING PARENTS
• HOME-LINK WORKERS

2.4 The Scottish Executive is committed to strengthening the link between parents and schools and helping parents to become better involved in their children's education. Over the next few years, it will develop plans and take action, giving opportunities for parents, teachers and local authorities to have their say and help shape decisions. Local authorities and schools continue to develop a range of services and approaches to communicate with and involve parents in the work of the school and particularly their own child's learning. Parent forums and parental advocacy groups have been established. Parent zones and parent bases have been set up in schools to create environments that are conducive to talking about feelings, dealing with anger management and issues of self-discipline and to provide a place to deliver joint training for staff and parents of vulnerable children and young people.

Communicating with parents is a priority for all local authorities and schools and features in all school development plans and authority service plans as part of the Accessibility Strategy. Communicating with the parents of vulnerable young people continues to be a challenge for authorities and schools, and has been recognised by the Scottish Executive. A short life working group continues to develop a national programme on parenting skills to support the implementation of this recommendation.

2.5 Authorities and schools have been visionary in their implementation of this recommendation. Some have combined resources from Integrated Community Schools funding and the Changing Children's Services Fund to enhance the staffing levels of home-school link workers, other authorities have reviewed the remits of Education Welfare Officers and redeployed them to their home-school link teams allowing greater flexibility in the deployment of staff.

Home-school link workers are supporting early intervention initiatives, taking on the role of key worker for certain cases and ensuring the continuity of services and support for young people. Some are members of multi-disciplinary teams often based in the Integrated Community Schools, with a focus on the attendance and absence of children and young people. Other home-school link workers are based in family support and resource centres. Some authorities have developed the posts as inclusion support workers, delivering services within the classroom, the community and to families 50 weeks of the year.

Schools are reporting that the enhancement of home-school link workers together with the additional support staff have made social inclusion a reality and not merely a policy or procedure. Staff have expressed the view that they feel more supported and empowered to include all children and young people in their own schools and communities, where possible.

"Home-school liaison workers have proven to be an invaluable resource in promoting positive relationships with parents. They act as a bridge between home, school and other agencies, enhancing the support offered by schools to vulnerable children and young people."
Clackmannanshire Council

2 supporting pupils and parents - continuum of support for pupils and parents

• DEVELOPING FLEXIBLE SUPPORT PROVISION
• REVIEWING EXCLUSION POLICY

2.6 All local authorities are addressing the need for suitable and appropriate accommodation to meet the needs of children and young people who may need to be educated outwith the mainstream classroom. Some authorities have planned within their school estates rebuild and refurbishment programmes and PPP initiatives; some have identified a programme of adaptations in the authorities Accessibility Strategy, Action Plans.

Schools have developed alternative curricula, pre-vocational training, college placements, work experience and shared placements with school support services and voluntary organisations. Both authorities and schools report that strategies for curriculum flexibility, including flexibility for vulnerable pupils, needs to be further developed and implemented.

All authorities and schools are planning for a continuum of support and provision for children and young people who may require, at some point in their education, facilities outwith the main classroom environment.

"I was at the bottom of all my subjects. I never learned anything. I just wanted out so I could be with my pals. I never thought about going to college."
Student, New Directions, Renfrewshire

"Perhaps the most eloquent view of the student's attitude to New Directions can be seen in the remarkable improvement in their attendance, punctuality and successful learning outcomes. So, too, is the reduction in the number of incidents of a serious nature which may have caused reconsideration of their continuation at New Directions."
Member of Staff, new Directions, Renfrewshire

2.7 All authorities have reviewed and updated exclusion policies in the last 2-3 years and issued guidance to pupils, parents and carers, in partnership with headteachers. Some authorities have updated guidance on exclusion in line with SEED Circular 8/03 with an emphasis on prevention and the development of in-house strategies, for example, agreement with schools on minimal exclusion periods, the allocation of tuition and the preparation of relevant work for the duration of the exclusion.

• CARE AND WELFARE OF LOOKED AFTER CHILDREN (LAC)

2.8 All authorities reported that all schools have designated staff responsible for the care, welfare and tracking progress of LAC. Joint protocols between education and social work were also in place. Some authorities are planning reviews January to Easter 2004. A small number of authorities reported that the number of exclusions for LAC attending secondary schools had reduced.

• EARLY INTERVENTION STRATEGIES
• REVIEW OF POLICIES FOR EDUCATIONAL TRANSITIONS

2.9 42% of authorities reported that they had established or were developing systems to promote early intervention, with a focus on pre-school and primary children with social, emotional and behavioural difficulties. Authorities and schools are offering a range of support strategies for both children and their parents. The development of early learning teams, early intervention teams, children and family centres, nurture classes and the delivery of parenting skills classes have impacted positively on early years services.

"Initial evaluation of the nurture class pilot has reported marked improvements in literacy, behaviour and social skills."
Glasgow City Council

27% of authorities reported that they had well established policies and procedures in place for the educational transitions of pupils. The majority of authorities were reviewing and further developing policies with a focus on the transition of vulnerable pupils between mainstream class and support bases, mainstream and out-of-authority placements, and from school to adult life. Some authorities are also revisiting the use of Individual Educational Programme (IEP), Personal Learning Plan (PLP) and Co-ordinated Support Plan (CSP) to facilitate seamless transitions. In most authorities the links between primary and secondary schools were well developed to ensure that vulnerable pupils make a smooth transition to secondary education.

Connecting: support for pupils and parents

Fife Council
"Being Cool in School"
The aim of this initiative is to empower children to cope with the situations they face in their daily lives and allow them to explore and rehearse a range of skills and strategies that equip them to manage themselves in a positive way.

Renfrewshire Council
Family Support Service
The Family Support Service was established following a review of home school arrangements. Four area family support teams were established with 22 home link workers and four area coordinators to support the schools.

West Dunbartonshire
Buddying and Mentoring
Dumbarton Academy has developed a highly organised and effective peer support system. The programme consists of peer tuition, buddying and a senior pupil led anti-bulling initiative.

Aberdeenshire Council
Fraserburgh Learning Skills Curriculum
The initiative aims to provide pupils with skills and confidence to become more aware of their own learning and Ways they can improve it.

East Lothian
Early Intervention
East Lothian Inclusion service works with vulnerable pupils who experience difficulties in their school placement. ELIS is a multi-disciplinary team with staff from education, social work and community education who support puplis, parents and staff.

Stirling Council
Educational Transitions
Stirling Council has well established processes in place to support vulnerable pupils during their transition stages, including transition beyond secondary school.

Clackmannanshire Council
Flexible Support Provision
Clackmannanshire has developed a continuum of provision for vulnerable pupils, including provision and support for pupils educated out with the mainstream classroom or school environment.

East Dunbartonshire Council
Pupil Focus Groups
Turnbull High School has set up Pupil Focus Groups to provide structured opportunities for pupils to influence decisions on core issues and further develop school mechanisms for self-evaluation by involving pupils.

FIFE COUNCIL

Contact

Mr Bryan Kirkaldy, Senior Manager, Rothesay House, Rothesay Place, Glenrothes, Fife KY7 5PQ

Tel: 01592 413285

Fax: 01592 416744

Email:bryan.kirkcaldy@fife.gov.uk

Supporting Pupils in School
"Being Cool in School" in Fife

Development This development is one of a number of authority wide policies that have helped promote an inclusive model of education.

Being Cool in School is a ten unit mainstream programme for primary 6/7 children and is linked to the 5-14 Health and Personal and Social development guidelines. The units are sequential, allowing progressive skill attainment. Each unit has clear targets and an achievement certificate is given on successful completion of the course.

The broad aim of the initiative is to empower children to cope with the situations they face in their daily lives in the school. The units allow them to explore and rehearse, using role-play and discussion, a range of skills and strategies that equip them to manage themselves in a positive way.

The programme was originally developed by a behaviour support teacher for use within a support base. The potential to use the programme more widely was recognised and the pack which was mainly text based was developed into an illustrated pack using a professional illustrator and is currently being piloted in four primary schools .

The pack has been designed to be used by mainstream staff with mainstream children. The staff and the link educational psychologist for the school attend a half-day in-service training session before using the pack. Each unit is colour coded to aid the pack's manageability. One colour directed at teachers, one being reusable materials and one to be retained by the children.

Cool Responses is the first of ten units and aims to help children to understand about responses they give when they have feelings they do not like when in school like being teased, frustrated or feeling left out. Cool Thinking, the second unit aims to help the children to understand how they think about themselves and others. Cool Facial Expressions allows the children to explore how faces give away a great deal of information about they feel. Cool Body Language gives the children information on how their bodies have a powerful language of their own and lets others know what they are feeling about them. A further six units covers, Cool Voice-Cool Talk, Cool Words Protect, Cool Action, Cool Compromises and Cool Endings all of which give the children opportunities to work out the best response for a range of situations.

Being Cool in School is being evaluated by Psychological Services, Fife and the outcomes will be available autumn 2004.

Reflection on Practice Being Cool in School is being evaluated by Psychological Services, Fife and the outcomes will be available autumn 2004.

The longer-term plan is to have a range of age specific resources which children and young people will access as they progress through school from infancy to adolescence and which will encourage and develop skills and attitudes necessary to support them to grow as individuals and to thrive within the school community and beyond.

Fife Council is developing the resources in partnership with the Scottish Executive. The resources will be made available for all local authorities in Scotland.

RENFREWSHIRE COUNCIL

Family Support Service (Home Link Workers)

Contact Susan Bell, Family Support Manager, Abbey House, Seedhill Road, Paisley

Tel: 0141 840 3801

Email:susan.bell@renfrewshire.gov.uk

Development The family support service in Renfrewshire was developed in the context of the roll out of Integrated Community Schools approach.

The service comprises four area family support teams which broadly correspond to social work area teams. Each team comprises an area co-ordinator, five/six home link workers , an attendance support worker and parent enablers. There are two health development workers within the service. Home link workers within the family support services are experienced professionals from a variety of backgrounds: education, social work, community education, health and careers guidance.

The role of the home link worker is recognised as being different from other professionals working in education, it focuses on developing innovative ways of working which encourages collaboration and an integrated approach to meeting the needs of young people. Home link workers work with guidance staff, attendance officers, ancillary staff and also senior management teams to support a range of strategies to contribute to:

• Improved attendance
• Reduced exclusions
• Increased attainment
• Greater parental involvement and understanding
• Increased involvement in out of school, cultural and sporting activities
• The development of health promoting schools.

Reflection on Practice After a period of induction, home link workers were introduced to schools in December 2002. Pro-active work with schools began in January 2003.

A varied and comprehensive programme of work to support schools to take forward the aims of the integrated community schools approach was developed within each family support team, across all schools.

Renfrewshire has established a short term working group to review the work of the family support teams and the role of the home link worker.

ABERDEENSHIRE COUNCIL

Flexible Curriculum

Contact Patricia Scott, Acting Head of Service (Community Inclusion), Aberdeenshire Council, Woodhill House, Westburn Road, Aberdeen AB16 5GB

Tel. 01224 665316

Fax. 01224 664630

Email.pat.scott@aberdeenshire.gov.uk

Development In 2003 Aberdeenshire Education and Recreation Department examined their current curricular structures in schools. The authority's Curriculum Strategy Group was responsible for reviewing and revising the curricular guidelines. The guidelines are being implemented through the development planning process over three years.

The Fraserburgh Learning Skills Curriculum was developed in the context of the Fraserburgh Action Plan. Three principal teachers are involved full time in disseminating the learning skills curriculum, which aims to provide pupils with the skills and confidence to become more aware of their own learning and the ways in which they can improve it.

Reflection on Practice Learning skills curriculum has been aligned with the integrated community schools developments. As progress is made in rolling out integrated community schools, learning skills input is to be made in the context of planned training provision. Support for learners staff were a priority group for training in the learning skills curriculum and were responsible for disseminating and implementing it in their schools.

The learning skills curriculum forms part of the multi-agency training being put in place in the integrated community schools roll-out plan.

WEST DUNBARTONSHIRE COUNCIL

Buddying and Mentoring

Contact Vicky McGraw, Principal Teacher Support for Learning, Dumbarton Academy, Crosslet Road, Dumbarton G82 2AJ

Tel. 01389 763376

Email.mrsmcgraw@dumbarton.biblio.net

Development The peer support programme in Dumbarton Academy consists of two main strands: peer tuition and Dumbarton Academy Seniors Against Harassment (DASH).

DASH is a senior pupil led anti-bullying programme and originated from the peer tuition programme. 136 S5 and S6 pupils were trained to operate DASH in 2004/5. DASH is in its seventh year. It has developed into a highly organised and effective system through the input over the years of a succession of committed young people. DASH is run by a management team consisting of ten pupils and the principal teacher support for learning. Senior pupils can achieve a Working with Others Intermediate 2 Core Skills unit.

The project has developed and expanded over the years and also offers buddying and mediation services to young people. Dumbarton Academy Mediation (DAM), management team are trained as mediators and offer a daily service. The junior DASH club is open to all S1 and S2 pupils. They receive a membership card and "It's Time to Tell" badge. The buddying scheme links some pupils with their own individual DASH member.

Reflection on Practice The dynamic nature of the of the project is a satisfaction for all those involved. It also encourages more and more pupils to take part. In evaluations younger pupils comment that even if they have not used DASH they feel safe knowing there are lots of people to turn to for help.

EAST DUNBARTONSHIRE

Pupil Focus Groups

Contact Neil Roarty, Headteacher,
Turnbull High School, St. Mary's Road, Bishopbriggs, Glasgow G64 2EF

Tel: 0141 772 9101

Email:nroarty@turnbull.e-dunbarton.sch.uk

Development Turnbull High School in recent years has set up a system of Pupil Focus Groups and questionnaires in order to provide structured opportunities for pupils to express their views on core issues. This work has involved:

• the headteacher and senior management team in choosing the key issues to be explored and specific questions to be asked; consulting the Professional Associations prior to each exercise and seeking the views of all teachers on the topics and questions; and collating the findings for staff
• volunteer staff in conducting the Focus Groups
• 10% of S1-S6 pupils in participating in the Focus Groups each year
• Pupil Councils in discussing the findings of Focus Groups/surveys
• All teachers in discussing the findings of Focus Groups/surveys.

What were we seeking to achieve?

The aims of this initiative were to:

• further develop school mechanisms for self-evaluation by involving pupils
• improve learning and teaching by seeking feedback from pupils
• enhance the ethos of the school by:

• involving a greater number of pupils than the members of Pupil Councils
• giving pupils a voice on core issues relating to learning, teaching, ethos and pupil support - a step beyond the traditional Pupil Council agenda of lockers, toilets and the canteen.

How was the work developed or implemented?

Since 2001, the school has conducted Pupil Focus Groups and surveys on core issues:

• In 2001, the SMT chose the theme of Learning and Teaching and consulted staff on key issues and questions to be asked.

Three volunteer members of staff interviewed approximately 10% of S1-S6 pupils, who had been chosen by SMT and Guidance to ensure they were representative in terms of gender, ability and attitude.

At the start of each Focus Group, pupils were issued with a questionnaire to complete, prior to a group discussion. Clear ground rules were provided for the interviewing teachers and the teachers made it clear that the discussion was about learning and teaching strategies. The pupils were informed that on no account were they to name or make references to individual teachers.

The collated views of the pupils were issued to all teachers. Time was provided on the following in-service day for a whole-school workshop for staff to discuss the views of the pupils. In addition, departments were asked to review their own practice in light of the findings and to identify any action points for their Development Plans.

• In 2002, a similar exercise took place with regard to Homework and the related issues of the use of Student Planners.
• In 2002, 10% of all pupils completed a questionnaire based on the HMI pupil survey. Year Councils and the overall School Council then discussed the findings and, along with staff, helped to identify priorities for action.
• In 2003, S3/4 Focus Groups explored the ideas contained in "Flexibility in the Curriculum" as well as seeking views on the existing curriculum structures - at the same time as Principal Teacher Focus Groups were held on the same topic.
• In 2003, S5/6 pupils contributed to a school-based research project on the curriculum.
• Between 2000-2003, pupils have been involved in reviewing the Code of Conduct, Uniform Policy and School Aims.

Reflection on practice Pupil Focus Groups and surveys have benefited the school in a number of ways:

• They have directly impacted on the design of Student Planners, influenced the School Homework Policy and contributed to the development of Class Rules, to ensure greater consistency of approach across the school.
• They have provided a clearer focus for Pupil Councils.
• Most staff have given the views of pupils serious consideration, while also using other self-evaluation mechanisms and exercising their own professional judgement.
• The Guidance team has now developed a series of pupil surveys on Personal and Social Education ( PSE ) and the Options/Transition programmes; and several subject departments have also introduced pupil questionnaires and used Focus Groups to gain feedback on courses, learning and teaching.

Two key challenges are:

• communicating to pupils how their views have made a difference to the work of the school, particularly when some of the developments have taken place one or two years after the Focus Groups met;
• ensuring school committees and departments refer back to Pupil Focus Group reports from previous sessions as valid evidence for deciding upon development priorities.

Recommendations for other practitioners

Pupil Focus Groups and large-scale surveys can work effectively when:

• staff are consulted in advance about the issues and questions to be explored and are assured that the focus of the interviews will be on learning and teaching, not teachers
• staff themselves feel that their views are actively sought and valued
• pupils feel that the exercise is a genuine attempt to give them a voice in the work of the school and can see where their views have made a difference
• the results of the group discussions are widely disseminated to all interested parties.

CLACKMANNANSHIRE COUNCIL

Flexible Support Provision

Contact Yvonne Wright, Headteacher/Adviser in Inclusion - Secondary Schools Support Service, Bedford Place, Alloa FK10 1LJ

Tel: 01259 724345

Email:ssss@clacks.gov.uk

Development In 2002 Clackmannanshire Council conducted a review of provision for children and young people with additional support needs. One of the recommendations was to merge the Primary and Secondary Support Services. The authority commissioned a consultant to conduct the review of behaviour support across Clackmannanshire, with specific reference to the roles of the two off-site bases and to advise on how to manage the structural changes required to bring the two services together.

The review report was published in June 2002 and an action plan was drawn up to further develop the support for children and young people with social, emotional and behavioural difficulties.

Rationale for Clackmannanshire Schools Support Service (CSSS)

• The CSSS provides a holistic approach to meeting the individual need and delivers a service to children and young people, their parents/carers and schools. The service is delivered in partnership with parents/cares
  and other agencies.
• There is a responsibility to identify the welfare needs of young people and their families and respond to these through multi-agency co-operation.
• Each child is entitled to inclusion and should be given the opportunity to achieve his or her potential with the widest possible access to educational and social experience.
• Emphasis is placed on the skills of citizenship and the right to access high standards to learning and teaching.

Reflection on Practice As a result of the review and merging of the primary and secondary service the capacity to support larger numbers of young people was achieved together with a greater diversity of support being offered. Additional staff were appointed including, drama, technical and a teacher for looked after children. The curriculum was developed to include presentation of a selection of Higher Still units at access two and three. The service continues to review the PSE policy for young people, using a whole staff approach.

The pupil contact time was increased and the service is now open from nine in the morning until nine in the evening, four days a week with a further three and a half hours on a Friday. Some young people are accessing up to 30 hours contact with the service. The aim is to offer as much contact time as the young person can use positively. The service continues to support children and young people both in and out
of their mainstream placements.

STIRLING COUNCIL

Educational Transitions

Contact Margaret Doran, Head of Schools, Children's Services, Education Service, Viewforth, Stirling FK8 2ET

Tel: 01786 442526

Email:doranm@stirling.gov.uk

Development In September 2003 Stirling Council Children Services produced a draft Strategic Plan for Vulnerable Young People, relating to children and young people with social, emotional or behavioural difficulties. The purpose of the paper was to ensure that all vulnerable children and young people , 0-18, within Stirling Council, have their development needs addressed. The Council's Integrated Community Schools initiative provided a structural means of ensuring awareness of, and responding to the needs of the most vulnerable young people. The Council identified other aspects of the services for further review and development.

The key principles forming the basis of the Council's strategy for supporting vulnerable children and young people and their families:

• Inclusion
• Child centred
• Early identification
• Early and staged intervention
• Multi-agency collaboration and support
• Local community-based solutions.

The draft Strategic Plan had a series of proposals referring to development in early years, primary and secondary stages, including transitional arrangements from nursery through to secondary school and beyond.

Extract from draft Strategic Plan:

Proposal 11 - Proposal 11-Establish a mechanism for identifying and continuing to support and monitor the progress of vulnerable young children with interrupted or incomplete education.

Proposal 23 - Ensure that all secondary schools undertake special induction programmes for vulnerable children in transition from primary.

Proposal 24 - Ensure that there is serious consideration of the inclusive secondary provision required by any vulnerable child who may have been educated elsewhere at the primary stage. For all such children, multi-agency provision, including school, psychological services, pupil support services, social work and mental health services should be made and the provision reviewed on a regular basis.

Proposal 40 - Identify, along with support team and secondary schools, the transition needs of all S3 pupils in Stirling Council schools who are on staged intervention stage 3 or higher whose progress from school to the world of work or tertiary education will be compromised by emotional vulnerability. Target resources to support these young people in both school and post-school towards successful outcomes.

Reflection on Practice Stirling Council schools have well established practice in place to support children and young people though the transition stages. Secondary schools and their associated primary schools have well developed systems in place for the exchange of information about vulnerable children in the transition year. Induction processes are in place in every secondary school with key members of staff identified to support the transition. In addition, some secondary schools, in liaison with Psychological Services and behaviour support staff have special induction programmes in place for small groups of more vulnerable children. All secondary schools conduct early reviews of children already involved in staged intervention. The parents are also involved at this stage. A pilot project, Smoothing the Transition, initiated by Forth Valley Health Board has supported vulnerable young people with the transition beyond school.

EAST LOTHIAN COUNCIL

East Lothian Inclusion Service

Contact Fraser Parkinson - Principal Behaviour Support Officer, Education and Children's Services, John Muir House Haddington, East Lothian EH41 3HA
Tel 01620 827961

Contact Ian Darling, Senior Behaviour Support Officer, East Lothian Inclusion Service - Ogilvie House, Meadowmill, Tranent, East Lothian EH33 1DT
Tel: 01875 612211

Viv Short, Principal Teacher, Tel: 01875 612211

Development The East Lothian Inclusion Service, ELIS. Behaviour Support Service.

ELIS works with young people with emotional and behavioural difficulties in East Lothian. ELIS offers support to children and young people who are:

• experiencing difficulties maintaining their placements within their mainstream school setting;
• moving to or from an "out with" school placement;
• experiencing difficulty accessing education.

ELIS is a pupil support service development that evolved from a partnership project with Barnardo's. The service consists of a multi-disciplinary staff team who have experience and skills from backgrounds within teaching, social work and community work.

The service operates across primary and secondary schools. The range of services offered by ELIS is continuing to develop appropriately, in order to meet the diverse needs of young people and children within East Lothian. Crucially, the service operates within the Local Authority's "Staged Assessment and Intervention process" ELIS is a key development to the East Lothian Council's inclusive approach to supporting young people and their families. The service was established in January 2000.

In all cases work with children and young people is undertaken as part of a partnership package with appropriate agencies ensuring a holistic and co-ordinated approach. The team works alongside schools, supporting them to support the child/young person as well as addressing issues with the child/
young person's family.

ELIS adopts a range of methods and approaches to its work. Its work is intensive, targeted, time limited and monitored throughout. There are three distinct areas of service offered by ELIS.

• Placement Support - focuses on working with the young person in the context of the school, family and community.
• Combined Placement Support - operates as above but, includes a short pre- defined period where education provision is split between the ELIS site and school.
• Enhanced Support - offers support and education for the most complex and exceptional young people who may require a period of education and support to complete certificate courses.

Reflection in Practice The service continues to promote and achieve:

Positive and inclusive outcomes for individual young people and their families through:

• Collaborative working with schools and other agencies, thus ensuring holistic assessment and approaches for young people and their families.
• Supporting schools and contributing to the development of effective approaches for maintaining challenging pupils within mainstream provision.
• Continuing to develop effective and creative provisions that meet the changing needs of young people and support them within mainstream school.
• Contributing to assessment of young people presenting challenging behaviour.
• Contributing to the success of integrated services within the Authority.
• Continuing to contribute to strategic and planning framework at Authority level.

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