One Child, One Team,
One Plan
The
Practice Model
for
The Home School Community Liaison Scheme
The School Completion Programme
The Educational Welfare Service
October 2012
Introduction
This policy/practice document is for use by all staff under the remit of NEWB (Home
School Community Liaison, School Completion Programme, and Educational
Welfare Service). It describes the model, One Child One Team One Plan which has
been developed to ensure that actions undertaken by staff will lead to improved
outcomes for both children and parents. This model operates when a child or family
has been referred to NEWB for either a swift, targeted or intensive intervention.
It is recognised that NEWB works at Universal and Preventive levels of support as
well. The boxes below give examples of such work. This work is not affected by
this guidance.
Examples of universal work:
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Advising schools on codes of behaviour and enrolment
Attendance awards (at individual and class level)
Community Involvement: Inter Cultural Networks, Local Education
Committees; Social Inclusion Networks; Youth Strategy Groups; etc.
Developing and promoting school attendance strategies
Home visitation
Induction and transfer programmes (Junior Infants; Primary – Post Primary)
Maintenance of the website, leaflets and publications etc. Ensuring up to
date information is provided via website etc.
Parent information meetings
Raising awareness of continuing education
Raising awareness regarding school attendance
Raising expectations about education and the benefits that it can bring
Research and policy development
Supporting school leadership
Examples of preventative work include:
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Activities engaging parents in the school setting
Advice to parents regarding applications to schools
After school; sports/recreational/academic etc. support or intervention after
the formal school day
Familiarisation with the school curriculum
Holiday provision; Support during summer, Easter, mid- term, specific
programmes or camps
In school; academic, leisure or any extra curricular support or intervention for
young people during the school day
Offering high quality parenting programmes
Presentations to parents and children about the importance of attendance
Working with schools to assist the transfer from primary to post -primary
schools
Working with special interest groups
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Roles of the 3 strands
Each of the 3 strands of the NEWB makes a specialist contribution to the overall
organisation. The strands are of equal value and there is no hierarchy between
them; merely differentiated focus and approaches. Their remits are as follows:
Home, School, Community Liaison Scheme (HSCL)
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Focuses directly on the significant adults in children’s lives and seeks
direct benefits for the children themselves
Works in an enabling way with parents to develop their capacity as a
key resource in their children’s learning
Develops the pupil-parent-teacher relationship, so that school
becomes a place where all young people can reach their potential
Identifies and provides for the personal, leisure and learning needs of
parents, so as to promote their self-worth and self-confidence, which
will have a positive effect on their children’s education
Becomes familiar with attendance patterns, and through home visits
works to maximize student participation and retention
Targets children at risk of not reaching their potential in the
educational system because of family- based issues which adversely
affect pupil attainment and school retention
Works in a supportive and purposeful way with parents and facilitates
communication with class/subject teacher, tutor, year head, school
management when required
Promotes positive teacher and staff attitudes towards partnership
working and adopting a whole-school approach to attendance
participation and retention
School Completion Programme (SCP)
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Develops locally based collaborative responses to early school
leaving
Targets children at risk of not reaching their potential in the
educational system due to a number of variables, such as, poor
attendance, engagement and behaviour
Monitors school attendance for the schools covered by the
programme to identify and respond to poor attendance at an early
stage (swift intervention).
Provides a range of interventions that support the retention of children
in education
Develops local strategies to ensure maximum participation levels in
the education process
Targets young people at risk of problematic attendance, early school
leaving, of school going age, both in and out of school to arrange and
deliver supports to address barriers to their success in education
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Education Welfare Service (EWS)
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Monitors school attendance across the country taking a range of measures,
where children do not attend school and where parents breach their legal
obligations in relation to school attendance
Intervenes directly with children and families to try to ensure that children
attend school. This can include assisting parents secure a school place,
informing parents about Section 29 appeals and accessing home tuition
Supports children’s attendance and participation in schools by working with
NEWB strands and other statutory and voluntary agencies
Encourages and advises schools in developing school attendance strategies,
codes of behaviour and other policies designed to create an environment that
encourages children to attend school regularly
Enforces attendance via court proceedings in situations where parents
breach the right of their children to education
Making arrangements for home tuition
Providing support for children with special needs out of school
The One Child, One Team, One Plan model
The model consists of:
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One Referral pathway
One Assessment process
One Plan
One Review process
One Outcomes framework
One Record
The practice model is designed to facilitate a standardisation of service delivery
across the country; whilst also taking into consideration the need for flexibility, given
the unique nature of difficulties presenting in individual children’s lives. This shared
script for all strands across the NEWB, with key messages on roles, ways of working
and outcomes, will mean that families receive a more consistent service, as well as
helping staff to look beyond the immediate presenting need. This framework is not a
‘one size fits all’; it is impossible to cover all of the variations across the country, size
of geographical areas, proximity of staff working together; inner-city/ rural contexts,
the DEIS (Delivering Equality of Opportunity in Schools) and non-DEIS provision
etc. However, the essence and central principles hold good, even though it is
acknowledged there might need to be some local flexibility. This flexibility will be
mediated through the relationship between staff members and those to whom they
report/are responsible.
The model selected is consistent with the common features of other national and
international models of child and family practice, with clear emphasis on
assessment, planning, engagement of children and families in meetings, resolving of
issues and setting of targets. It is of note that the National Educational Psychological
Service (NEPS) and the Common Assessment Framework (CAF) share similar
approaches.
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All staff are expected to work to the guidance provided in the pages that follow. It is a
unified process which can be used by each strand working singly or when working in
partnership with each other.
The document is set out as follows:
Section 1: Describes the reasons that children and families are referred to NEWB
(Page 6)
Section 2: Outlines the service provision record which is referred to throughout the
document (Page 7)
Section 3: Shows when and how referrals are received (Page 8)
Section 4: Sets out the expectations of schools prior to referral (Page 9)
Section 5: Provides guidance on what to do when a referral is received (Page 9)
Section 6: Deciding on method of working (Page 13)
Section 7: Describes the Understand – Plan – Do – Review cycle (Page 15)
Section 8: Shows how to undertake an assessment (Page 16)
Section 9: Describes how to develop interventions and write a plan (Page 19)
Section 10: Sets out what actions should be done as interventions are ongoing
(Page 29)
Section 11: Provides guidance on when and how to undertake reviews (Page 30)
Section 12: Describes outcomes setting, monitoring and measurement (Page 33)
Section 13: Provides guidance on the Lead Worker role and function (Page 34)
Section 14: Gives guidance on recording processes (Page 37)
Section 15: Provides guidance on information sharing (Page 39)
Section 16: Describes the process for closing down interventions (Page 40)
Section 17: Key definitions (Page 41)
Appendix 1: Service Provision Record (Page 40)
Appendix 2: Consent form (Page 57)
Appendix 3: Roles and Responsibilities (Page 58)
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Section 1: Why Referrals are made to NEWB
Set out below are the standard criteria for referral to NEWB.
Pupils:
Criteria
 Poor – chronic attendance
 Lack of/poor participation in the school environment
 No school place
 Frequent/Multiple suspensions
 Expulsions
 Alternative placements needed for children with special needs
 Children likely to leave school early
 Registration for home education
 Behaviour issues such as: problems with anger management; hyperactivity;
inability to follow directions or be directed; severely withdrawn or disengaged;
bullying of others, thereby affecting their participation in education and
learning
 Additional vulnerabilities associated by an adverse home situation, special
educational needs
 Specific disadvantage; such as children in care or leaving care, members of
the Traveller community and newcomer families
Parents:
Criteria
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Their child’s attendance or participation in learning is poor
Adverse parental factors, such as, mental health, physical illness, disability,
substance misuse or learning difficulties, which directly affect attendance,
behaviour or achievement of their children
Poor parenting skills, which affect their children’s attendance, behaviour or
achievement
Poor experiences of their own school days, which have an adverse impact on
their children’s attitude to school, thus affecting participation, attendance and
retention
Literacy and numeracy levels of parents, which affect children’s learning,
development and attainment
Economic factors, such as, money management/availability, which has an
impact on their child’s attendance or learning
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Section 2: The NEWB Service Provision Record System
As the guidance is about a unified process for the whole service, there is one set of
documentation used for the whole service. This is set out in the box below. Each part
of the record system is referred to in the following sections.
The NEWB Service Provision Record consists of 9 interrelated Parts:
Part A: Referral - This contains the basic factual information needed for every intervention
in respect of a named child. The person making the referral briefly summarises what
intervention they believe is required. Part A is required for all interventions. When only a
swift intervention is required go next to Part F.
Part B: Referral - This form should be completed for any targeted or intensive interventions,
that is, a service that requires in-depth work, over time rather than a simple one-off action.
A greater level of detail is provided in this form on which to base the service offered. Where
the referral is coming from a school for the Educational Welfare Service the Principal must
sign this form.
Part C: Pre-referral Checklist - This is completed by school staff and summarises what
work they have already undertaken. It should be completed for any targeted or intensive
intervention.
Part D: Understanding Needs - This form briefly describes the problem and any
contributory factors. It should be completed for any targeted or intensive intervention.
Part E: The Plan - Summarises what the plan is, who will contribute to it and when it will be
carried out and reviewed. This form should be completed for any targeted or intensive
intervention.
Part F: Swift Intervention(s) - This is the recording form for swift interventions only.
Part G: The Review - This form builds in a review of the plan and consideration of whether
it should continue or be refined in any way. This form should be completed for all targeted or
intensive intervention.
Part H: Outcomes - To be completed for all interventions, be they swift, targeted or
intensive. Where multiple outcomes have been achieved the most relevant should be
selected and recorded. They can be entered as a code, such as, C7 for ‘retention in school
when at risk of losing place’ as a short hand throughout the document. Over the course of
one year these outcomes will be collated to provide the annual outcomes for the
organisation/service.
Part I: Closure - A straightforward closure form prompting notifications to be sent to
relevant parties. This form should be completed for all targeted or intensive interventions.
The service provision record is contained in full in Appendix 1. Throughout this
document examples of completed forms are referenced in the text to illustrate how
they are used.
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Section 3: Referrals
NEWB operates a referral based service. Referrals can come from schools, HSE,
youth services, other voluntary and private services, parents and pupils themselves.
Most commonly referrals are received from schools. Anyone referring a child or
family to the NEWB for a service can do so by any of the following means:
1. Having a formal discussion, either face to face /telephone,
sending a letter, note or email to the relevant school-allocated
NEWB staff (HSCL/SCP) or EWO outlining the issues with a
pupil or family and the service needed.
2. Making a written request for targeted/intensive intervention.
This can come from an individual, an organisation, a school or
through a Care Team meeting (or equivalent).
The role of the Principal is critical in the referral process especially
when the referral is for a targeted or intensive intervention
In all instances this leads to the completion of a Referral Form (Part A). This form
contains the basic factual information needed for every intervention. It also sets out
what the person requesting the service hopes to achieve. Ideally it is completed by
the school or person requesting a service, but if this is not possible, it should be
completed by the NEWB service strand member who receives the referral.
Example of a completed Referral Part A
(See separate Example Pack)
Where the request is for an on-going more complex piece of work (targeted or
intensive intervention) rather than a straightforward single action (swift intervention),
Referral Form Part B (Appendix 2) will need to be completed in addition to Part A.
Part B requires a greater level of detail on which to base the judgement of which
service/s to offer. The 2 forms are modular; they build up the picture with more
detailed information required, should the situation become more complex.
Example of a completed Referral Part B
(See separate Example Pack)
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Section 4: Pre-referral work by Schools
When a referral comes from a school there are clear expectations of the early steps
that should be taken. All schools should also be aware of the contact arrangements
for EWS support and, where appropriate, HSCL and SCP. Schools will be provided
with electronic copies of the Pre-referral Checklist and the Referral Form/s so that
they are familiar with the contents and be able to complete them as the need arises.
Before a school makes a formal referral to the NEWB strands, it is expected that the
school will have made attempts to resolve the issue. The Pre-referral Checklist (Part
C) details the steps that should have been taken prior to a referral for Targeted or
Intensive Interventions. Some schools have already incorporated this checklist into
their attendance policies/strategies. The summary of steps already taken should be
available before a request for a service from the NEWB is made. The exception to
this is a Swift Intervention, when it is not usually necessary to know about all that has
gone before.
Essentially the school will demonstrate that the actions have been undertaken as set
out in the example box below.
Example: Pre-referral check list
(See separate Example Pack)
Section 5: Once a Referral is received
In common with all service based organisations NEWB operates a referral based
service. Where the interventions fall under the One Child One Team One Plan
arrangements, it is expected that a referral is completed. Where possible the referrer
should be encouraged to submit their referral on Parts A, B and C of the Service
Provision Record. However, if there is reluctance to do so or if the referral is from a
child or parent it is advisable to gather the information and complete the forms on
their behalf.
In non – DEIS Areas
A referral in non-DEIS areas will always be sent to and received by EWS. It will
require one of the two types of intervention: swift or intensive. This will be
determined by the needs of the child as detailed in the referral form. Parts A and B
will require completion and, if the referral comes from the school a completed Prereferral checklist. It should be noted that a request for Intensive Intervention from a
school cannot be accepted by the EWS unless it is with the agreement of the
Principal. This is current practice and enables Principals to determine those pupils
most in need of a scarce resource and to prioritise those most in need of NEWB
services.
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Schools are likely to have internally agreed processes and responsibilities for
attendance. Care Teams (or other such fora) are critical to ensure those in greatest
need are rapidly identified and provided with appropriate assistance and that
plans/resources are put in place. Referrals to EWS will often emanate from these.
Some of the method of working described below in the section on APR meetings
might be adapted to provide a structure for planning in non-DEIS areas too.
Following receipt of a referral to EWS, discussion will be undertaken with an SEWO
before an intensive intervention is opened. The EWS will work closely with school
personnel, including the principal, deputy principal, year-heads, class teachers,
guidance counsellors and school chaplains (and appropriate others), to tackle
attendance problems and develop appropriate plans.
Furthermore, EWS will foster links with local statutory and voluntary agencies to
support children and families.
In DEIS Areas
It will be clear from the nature of some referrals which would be the most appropriate
strand to receive it and to respond accordingly:
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Where there is a belief that the child’s difficulties originate within the family,
HSCL will initially deal with the referral
Where the issue surrounds the child in the school environment and the
parents are considered as secondary to this, then the SCP (co-ordinators or
their project staff) will take the lead
Where the issue is of a more complex nature either SCP or EWS will respond.
When all efforts re attendance have been undertaken and there is a
requirement for statutory action, then EWS will respond
Where there are other factors which could determine a preferred strand lead,
such as, a worker who has established a rapport with a family and therefore is
best suited to lead the work
Where there is a lack of clarity around the presenting problem, a brief meeting or
discussion should take place between relevant staff to decide on the lead strand.
This may best be agreed at the NEWB Attendance Participation and Retention
Network Meeting (APR Network Meeting) which is described below.
Attendance, Participation and Retention Network Meetings (APR)
Once Referrals are received they will be processed through the Attendance,
Participation and Retention Network Meeting.
Purpose:
1. Chief mechanism by which the HSCL and SCP strands of the NEWB agree
which pupils to target, decided by locally set criteria. Primarily the pupils
discussed will be at the targeted level, i.e. where lower level concerns have
been identified
2. Plan and coordinate interventions in response to varying levels of attendance,
participation or retention difficulties with children and their families
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3. Ensure effective communication with schools, the 2/3 strands of the NEWB
and other agencies
4. A collaborative approach to target services in a planned and focused manner
to maximize efficiency
Membership
Core Members:
 HSCL coordinator
 SCP coordinator/project worker
 Representative from school management
Occasional members:
 EWO (generally the EWO will not be involved with work at this earlier level.
Where they are involved this is perhaps attending for part of the meeting or
making a contribution by another means)
 Others with an educational welfare remit, such as school counsellors,
chaplains, attendance officers etc.
 Other local support agencies, i.e. Neighbourhood Youth Projects, Big Brother,
Big Sister Projects etc.
How they operate
All DEIS areas need to develop and agree a formalised structure where this work is
carried out. The SCP and HSCL will be the drivers of these meetings responsible for
convening and running them. Where there are existing fora that address the needs
of vulnerable pupils it is advisable that part of their remit is expanded to include the
function of the APR Network Meeting rather than setting up another separate
meeting. An example would be a Care/student support team. They are part of a
school wide system that promotes shared responsibility for the care needs of
students including emotional, behavioural and educational needs. The team typically
comprises a group of staff from within the school, and sometimes with additional
members from outside the school, who meet regularly and identify those students
who may need additional support. The care team facilitates professional
collaboration between all or some of the following: HSCL coordinator, SCP
coordinator, principal or deputy principal, resource teacher, year head, guidance
teacher, counsellor, chaplain, NEPS psychologist etc.
Such groups provide a ‘ready-made’ team available to work together with families
and children.
Operational guidance
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Meetings should be held no less than once a month
In DEIS schools, the meetings should be chaired by a HSCL coordinator or
SCP coordinator.
Any referrals received on Parts A and/or Part B will be considered. The PreReferral Checklist, Part C should be used to identify what interventions have
been undertaken by the school and support staff. This will assist in the
identification of further interventions.
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The alert list of targeted children is reviewed and given a RED, AMBER,
GREEN rating, determined by level of need
An intervention plan aimed at increasing attendance, participation, and
retention in school is developed with clearly assigned roles, thus avoiding
duplication.
The lead worker with each of the targeted children and families should be
assigned. (This does not preclude more than one strand/agency being
involved but this should be planned and agreed).
A record of the actions agreed should be entered on an electronic
spreadsheet kept by the chair and later entered on each child’s electronic
record.
Outcomes should be documented and tracked.
Subsequent meetings should review the outcome of these actions and agree
any follow up actions.
Case information, shared at these meetings should be treated as confidential
and shared on a need to know basis only
In the event of school staff not attending, the chair will contact the relevant principal
to alert them of the importance of attending and requesting support in the future.
Because of the geographical nature of some regions alternative means need to be
found to allow for the functions of an APR Network Meeting to be carried out,
efficiently and speedily rather than face to face. This may be with the staff over the
telephone or, preferably, by email.
When Parts A and B of a referral have been completed and it is apparent that a
significant piece of work is required, the APR Network Meeting should decide who is
most appropriate to lead the work and the roles to be played by the other strands, if
appropriate. (See section 13 for guidance on the lead worker role)
When the Referral suggests that the threshold for EWS involvement has been
reached, the Principal (or person acting on his/her behalf) must sanction this step by
signing Part B.
When the level of demand affects ability to respond
On occasions it might be that the demand for services is so great that it is not
possible to provide the level of response that would seem to be required. Under
these circumstances it is important that priorities are set. Managers, in consultation
with Principals where relevant, set priorities and make decisions under these
circumstances.
EWOs within the EWS strand will have workloads limited to 30 Intensive
Interventions at any one time, alongside the Swift Interventions work. This is to allow
Intensive Interventions to be effective and focussed and to minimise delays. As
SEWOs will be involved in the decision to open Intensive Interventions, this will give
opportunity for oversight in relation to workloads. Where referrals are received from
schools that meet the criteria for an Intensive Intervention but the EWO already has
a maximum workload, any of the 3 options below can be considered:
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Close, defer or delegate lesser priority interventions
Use a swift Intervention as a holding measure until the Intensive Intervention
can be started
Another EWO or a Senior EWO/RM might intervene
Suggest action that the school may take in the meantime
Create a waiting list for intensive interventions
If in a DEIS area, make a request of one of the other 2 strands to see if it is
possible to provide targeted support services until capacity is available
A similar situation can exist in those SCP programmes which undertake Targeted
and Intensive work, in that sometimes, demand can outstrip supply. There is an
expectation that Local Management Committees would be alerted to this situation
early, so that appropriate decisions can be taken. These might mirror those actions
taken by the EWS, described above.
Consent
The essence of this model is transparency and therefore obtaining consent to share
information with other relevant parties is critical. At first point of contact with families,
this should be raised. There is a standard consent form which needs to be
completed before work begins. This is reproduced in Appendix 2. (See also Section
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Section 6: Deciding on a Method of Working
A referral can lead to a swift intervention, a targeted intervention or an intensive
intervention
(See Section 9 for a full description of these interventions)
Once a referral is received, a swift intervention is carried out or an assessment takes
place in accordance with the NEWB Understand – Plan – Do – Review
arrangements (see sections 7-11). Some of the assessments will show that there are
no significant subsidiary reasons for the referral and that intervention to encourage
improvements in attendance, participation or retention is relatively straightforward.
However, in many of the referrals, there are likely to be underlying issues as well,
that are affecting children’s attendance etc. These can be described as: behaviour
issues; personal development issues; mental health concerns; children with learning
difficulties or disabilities; or domestic violence and other home based matters.
In DEIS areas, sometimes these underlying issues can be dealt with by any one, two
or all three strands working together in a targeted intervention, but oftentimes, as in
non DEIS areas, NEWB will not be able to provide the appropriate intervention
alone. This is particularly true where intensive intervention/support is needed to
respond to the conclusions of the assessment.
Multi-agency approaches are frequently required. Those agencies most often
working together with NEWB are: NEPS; NCSE; Youth Services; Youth Justice;
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Family Support; CAMHS; HSE Children’s Services and other specialist service
providers. The process is shown in the diagram below
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Section 7: The UNDERSTAND → PLAN → DO → REVIEW Cycle
This and the next 4 sections of the document describes how the cycle of
Understand → Plan → Do → Review is carried out for Targeted and Intensive
Interventions.
NEWB Approach to intervention
Understand
Review
Child Focussed
Interventions
Plan
Do
BEST PRACTICE: Participation of Children and Their Families
The centrality of the engagement and participation of children and their families in
the Understand – Plan – Do – Review cycle is of fundamental importance. The
ethos of this model is that the work is ‘done with’ rather than ’done to’ children and
adults. Families and children will be encouraged and enabled to actively participate
in all of the work of the NEWB where it affects them.
Participation means:
Providing verbal information and written information leaflets
Having opportunities to express views, have them listened to and recorded
 Participating in planning meetings
 Helping families to identify their strengths and where they might need help
 Providing interpreting of advocacy services etc. as needed
 Ensuring that they are respectfully communicated with throughout
When working with parents who live apart but both have responsibility for the child,
it is essential to involve both parents. Every endeavour will be made to ensure the
involvement of both parents/carers/guardians
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Section 8: Understanding needs – an Assessment
The objective of an assessment is to bring together and analyse information to
identify and understand the factors that prevent the child attending school,
participating in school life or staying in school to complete the senior cycle. This
informs the plan. An NEWB written assessment is undertaken only when it is
thought that a Targeted or Intensive Intervention will be needed.
An assessment is simply a way of understanding and analysing the information
which has been gathered from discussions with the child or young person, their
family and that provided by schools and other agencies.
The questions to be posed are set out in the diagram above. This essentially is a
four dimensional approach: the child him/herself; the child in the family; the child in
school and the child in the community. Keeping these dimensions in mind is more
likely to give a holistic view of the barriers and the interventions required. These
dimensions are explored in more detail in the box below.
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The child: The child’s views should always be sought. Consideration should be given to the best
setting for this to happen i.e. school/home. Also, who should be present: parent, teacher, advocate,
or, where appropriate, the child alone with parental consent. These decisions will depend in part on
the age/cognitive ability of the child. The child’s view about what are the barriers to attendance,
participation or retention needs to be listened to carefully to establish how those barriers may be
overcome. The approach should be one of non-blame, but at the same time establishing what
needs to happen to alter the presenting situation. It should be noted that the reasons for nonattendance/participation will be unique to the child being considered but will probably be able to be
categorised as: social, emotional, behavioural, motivational, academic, illness-related, fear or
phobia, lack of role model and maybe others as well. It is important to identify all the positive
factors, resilience and strengths also on which the plan will be able to build.
The child in the family: The parent’s views should always be sought. It is important to establish
the pattern of attendance/participation/retention of other siblings in the household and the parents’
views on education and learning generally and, more specifically, their views on the school
attendance/participation of the child in question.
Other elements when thinking about the family could include: family functioning the mental health
or learning disability of the parent(s), alcohol or substance use/misuse; domestic violence; concerns
about the safety/protection of the child; sick or disabled siblings and evidence of caring
responsibilities and how such factors impact upon the child’s attendance/participation. It might
be that a specialist assessment will be needed. The consideration should also consider the capacity
and motivation of the parent(s) to follow through any agreed plan to improve attendance.
The child in education: Information about this dimension will mostly come from school staff but
parents and the child should also make a contribution. The information provided could cover:
educational attainment and ability; relationships with teachers, other staff and peers; particular
subject interests or talent; specific learning challenges; out of school activities and hobbies. It could
also consider the impact of bullying (if any) on the child, travel to school issues etc.
Establishing exactly what has been done by school staff/others to try to maintain attendance by the
child will inform the assessment, specifically those methods which have been seen to bring some
results, should be highlighted.
The child in the community: The social context within which a child lives will play a major part in
his/her functioning at school. The assessment may identify resources that can be tapped to
promote and support education. The extent to which other agencies are involved with the family
should be established, including the reasons for such involvement, the methods of working, contact
details etc. Good liaison and information sharing maximizes the success of interventions. For the
most vulnerable children and families the intractable nature and severe level of difficulty faced
means that single agency responses are unlikely to be effective. The synergy of agencies working
in partnership provides the foundation to vigorously address the problems faced and achieve
lasting change.
It will be necessary to explore with a family what support they received and any gaps herein. Some
families will be unaware of full range of services from other agencies and community assistance on
offer and will benefit from being guided to how to access such resources. In addition to the
statutory agencies there will be a range of charitable, voluntary and local community organizations
and sign-posting on to avenues of support is an important aspect of the work of the NEWB.
17
To confirm: The child is expected to be seen and listened to as part of the
assessment process. It is vital that the strengths of the child and his/her supports are
identified as those aspects will be built upon by the Interventions.
Part D of NEWB Service Provision Record must be completed before any targeted or
intensive service is offered. Swift Interventions do not require the completion of Part
D.
When carrying out an assessment:

Explore areas around the immediate concern, look behind the presenting
issues so that a more holistic view can be formed

From the emerging information, a hypothesis may develop that starts to
explain the barriers experienced by the child or young person. Where
possible, this should be checked out/verified with others If there are
discrepancies in accounts given by different people consider the reasons why
it might be so and test out the validity of each

In the analysis, draw on theories and research evidence, i.e. on attachment,
separation anxiety, the impact on young people with caring responsibilities
(and others that are applicable)

The analysis of the information gathered requires an evaluation to be made.
The impact of the factors that have a bearing on attendance, participation and
retention should be weighed up and initial conclusions reached

In the overall conclusions the plan can be identified: what changes are
wanted, how change can happen and what actions need to be taken
Example: Assessment
(See separate Example Pack)
18
Section 9: Planning Interventions
Developing a cohesive, well co-ordinated and structured plan can make a real
difference to children who are facing difficult and complex situations in their personal,
home and school life. In some instances the plan will relate to a single strand’s
interventions, in others – all 3 strands could be involved and in yet others there could
be several additional agencies providing support as part of the plan. (See section 6).
There are a number of fora that can be used to draw up plans and these are
discussed in detail below under the heading The One Team Approach.
There are some fundamental questions that need answering in order to draw up a
plan; what kind of support is needed – is it practical support? Is it social/emotional
support? Is it behavioural support? Is it academic support?
Once these questions are answered the interventions can be listed which then brings
a further 3 questions – who will do what? How will it be done? When will it start?
When a Targeted or Intensive Intervention is proposed, a Plan should be prepared
and recorded on Part E of the Service Provision Record.
19
The One Team approach
A universally accepted principle of child welfare (including educational welfare) is
that the most successful way of resolving such issues is by getting the right people
together to collaboratively work as ‘one team’. There are 2 main planning fora for this
to happen:
APR Network Meetings, (see section 5 for further details)
APR Network Meetings are convened only in DEIS areas (and those schools that
have access to SCP but are not designated as DEIS). They can be used at 2
different stages of the planning process:
1. When referrals come into the system and there is discussion about how best
to deal with them
2. When plans are to be drawn up for Targeted Interventions
NEWB Case Conferences (NCCs)
NEWB Case Conferences are the chief means of drawing up plans for Intensive
Interventions. These meetings draw together everyone involved in responding to the
child’s presenting problem to plan an approach and to set targets. The purpose of
NCCs is to establish and then monitor progress of the Intervention Plan and to fine
tune it, in the light of developments over the intervening weeks.
Involvement of key personnel is essential to the success of these conferences,
especially the child and parents, in all cases unless there are exceptional reasons for
their absence. Where there are prohibiting factors such as distance, information for
the NCC can be gathered by phone.
Planning what the interventions might be
Getting the interventions right is very important. There are 3 types of interventions
 a swift intervention
 a targeted intervention
 an intensive intervention
They are listed in this order because lower level responses are tried in the first
instance, moving to a more intensive response for more intractable problems.
Swift interventions
Definition: a swift intervention is a speedy, problem-solving, one off action (or a very
limited number of actions) to resolve a straightforward difficulty. Barriers to
attendance, participation or retention are identified and action taken to remove them.
20
Examples of Swift interventions

HSCL providing practical support, e.g. school uniforms, transport,
translation etc.

EWS sending monitoring letters or letters to be sent home to inform
parents of the consequences of continued non-attendance. This is
when despite early assistance to the family, there has been no
improvement and the family is failing to address the situation

EWS providing advice on enrolment and Section 29 appeals to both
schools and families
Note: others to be confirmed from SCP/HSCL
Targeted interventions
Targeted Interventions refer to assistance provided for a time-limited period of
focussed support. These are usually provided by HSCL and SCP. (See examples
box). The term ‘targeted’ is used to convey that this type of intervention is used
where there is a low or growing level of concern about a child who will benefit from
an intervention to address their needs which are likely to be greater than for most
other pupils, hence they have been ‘targeted’. They are used when a child or
parents require an initial agreed block of time for the intervention.
The phrase time-limited can refer to both short and longer periods of time, for
example, breakfast clubs and homework clubs commonly need to be provided for a
full academic year. The length of time that the intervention will initially last needs to
be stated clearly. At the end of this period it will automatically be reviewed. It is, in
any event, expected that initially, all interventions are reviewed every 6/8 weeks to
see whether or not the intervention/activity has had the desired outcome. (See
section 12)
21
Examples of Targeted Interventions
•
A series of visits are required to the family to help build the relationship with
school. This is when a lack of communication between the parents and school is
affecting a child’s attendance. – HSCL
•
Additional help is put in place to help the child regain confidence when a child
has become anxious about attending school because s/he feels s/he is falling
behind in lessons. – SCP or referrals by HSCL to counseling services or
behavioral intervention services e.g. PIPS (Psychologists in Primary Schools)
•
Providing parenting programmes designed to support parents experiencing
difficulties – HSCL
•
Academic support such as 1-1 tuition, project work and extra tuition – School,
SCP
•
Literacy and numeracy activities – HSCL/ SCP/school
•
Homework and/or breakfast clubs – SCP/school
•
Tailor-made programmes for individual children – SCP
•
Enrichment activities that engage members of the Traveller Community
Targeted Interventions should be detailed on Part E along with the outcomes
expected (see section 12).
Example: Plan
(See separate Example Pack)
22
Differentiating between Swift Interventions and Targeted or Intensive
Interventions
Swift Interventions
I can solve this problem single
handed & swiftly e.g. standard
letter, call to home and/or school.
Targeted/Intensive Interventions
The presenting issues appear
complex requiring intensive work
by the NEWB
I have enough information without
requiring an assessment
A full NEWB assessment is
required
The parent/family are self helpers
& can follow advice independently
The parent is likely to require on
going assistance from the NEWB
The family are actively attempting
to resolve the solution
There is limited engagement and
resilience by the family
This can be resolved with
extended time as a swift
intervention
Extended time as swift
intervention has been given
without resolution
There is an older child with no
additional vulnerabilities
There are siblings with other
vulnerabilities
Consideration may need to be given to whether a Swift Intervention may need to
become a Targeted/Intensive Intervention where the situation has become more
complex, has not been resolved over time etc as the checklist above illustrates.
Similarly a Targeted/Intensive Intervention may revert to the status of a swift
intervention where there is an improvement but there are some outstanding tasks.
Intensive Interventions
This level of work is reserved for those with the greatest attendance and participation
difficulties and those with the most complex of needs. Intensive Interventions consist
of 2 main types:
1. EWS intervention when attendance and/or the potential of no school place is
the issue. In these circumstances the EWO is the Lead; however, the other
two strands (and possibly other agencies) may have an input into the ongoing support provided.
2. SCP intervention when participation is the issue and SCP staff are in the lead
The threshold for Intensive Interventions from EWS is:

chronic, problematic attendance
23








no school place
student suspended/expelled from school
court - directed work
HSE involvement, where there are also educational welfare concerns
child in care, leaving care or discharged from residential care with no school
place
child with a school place but not receiving an education
SCP, HSCL and school have provided a range of interventions to improve
attendance which have demonstratively not led to a reduction in days lost
from the baseline
Statutory involvement is likely to be of benefit
The threshold for Intensive Interventions from SCP is:




Persistent absence on particular days
Missing classes/school
When there is a complete breakdown in the family setting
When there is a request for help from a child or parent who has
acknowledged his/her inability to cope
Because all NEWB strands have to manage finite resources, Intensive Interventions
are only used when other lower level interventions have been unsuccessful. The
essence of planning intensive interventions is to ensure that, following an
assessment, an agreed plan is in place with actions, targets and proposed outcomes
which can be monitored at regular intervals.
While HSCL coordinators do not ordinarily provide intensive interventions, they have
a clearly defined role; Coordinators will remain in contact with the parent, maintaining
the relationship with a view to progressing towards a positive outcome for the child.
On some occasions, if HSCL are the only support service available they should offer
intensive interventions.
The services offered by HSCL, in support of SCP/EWS would be generally through
home visits/advice offered, on-going communication with the family and through the
more universal type activities, such as literacy and numeracy development, personal
development courses, parents’ room and general involvement in school life.
Importantly, HSCL is simultaneously working with teaching colleagues –
class/subject teachers, SNA’s etc. in relation to the pupil.
In non-DEIS areas the plan will be drawn up by EWS in conjunction with schools and
any relevant other agencies such as: HSE, Youth Services, therapists, counsellors,
community and voluntary organisations may all have a contribution should it be a
multi-agency plan.
24
Examples of Intensive Interventions

A child has no school place having recently moved to the area. All the local
schools report that they are full. The EWO works alongside the family to find a
solution and appeal the decisions made. In the short term, home tuition may be
provided until a school place can be found. The work involves a great deal of
liaison with other agencies and explanations of the law to the parents.

A pupil exhibits chronic poor attendance. The school is aware that the parents’
alcohol use is problematic. EWS liaise with the specialist alcohol workers to
reduce the impact of the parents’ drinking on school attendance. The pupil is
provided with a ‘buddy’ who he can confide in when going through a crisis.
EWO liaises with school around offering additional supports to the pupil
Monitoring work extends over several months to sustain progress.

Court- directed work where a child is subject to other kinds of orders. EWS
provides intensive work as part of a wider plan with named other agencies

There is a real danger of a child losing their place in the school. The SCP are
actively involved working with both the pupil and the school in developing a
contract to manage the situation.

A girl has a very debilitating phobia that leads to severe anxiety surrounding
school attendance. A structured, phased plan is put in place to gradually allow for
her return to school. This requires heavy involvement of her parents and
identified staff in school to provide support

Due to chronic non-attendance a detailed plan is put in place, monitored at
frequent intervals and if no change a SAN is issued and, if no improvement,
potential prosecution could follow, all managed by EWS
25
Guidance on specific interventions offered by NEWB strands:
a) Where school placement is the issue, i.e. no school place or inappropriate school
place:
Those involved in drawing up the Intervention Plan will be the child and/or family and those
strands and agencies relevant to the particular interventions. This may include agencies such
as the National Council for Special Education (NCSE), the National Educational Psychological
Service (NEPS), Child and Adolescent Mental Health Services (CAMHS) and other specialists
or agencies as appropriate. The objective is to develop an interagency plan that will address the
issues for the child and support the child and family to secure an appropriate educational
placement to meet that child’s needs. It is imperative that all parties are clear about their
responsibilities as part of the Intervention Plan and arrangements are built in for monitoring and
review.
b) Where attendance is the issue
It is important that targets for attendance are set. NEWB strand staff, school staff, parents and
children all need to know what is expected from the intervention(s).
Targets are set by establishing a baseline; that is attendance in the 4 weeks immediately prior
to point of referral. This is calculated as a percentage of the possible days when the child could
have been in school. Alternatively, it can be the number of days missed.
The Table below sets out the suggested minimum 8 week target for the measurement of
improvement in attendance.
At Referral
0% - 10%
10% - 20%
20% - 30%
30% - 40%
40% - 50%
50%+
8 Week Target
50% - 60%
60% - 70%
70% - 80%
80% - 90%
90%
90%
Targets will be set for review by NEWB over 8 week, 16 week and 24 week periods
c) Where participation and engagement is the issue:
Those involved in drawing up the Intervention Plan will be NEWB strand staff, the child and
family, school and any agencies relevant to the particular interventions. A clear understanding
of the concerns about participation and engagement will be essential to setting appropriate
targets. A baseline from which improvement can be measured should be confirmed.
Where the outcome is about “improvement in ….” or “reduction in ….” it is expected that a
baseline measurement is taken and the expected improvement or reduction agreed with the
child and /or parent.
d) Where retention is the issue:
Those identified as having a contribution to make will assist in the formation of the plan. The
plan will be constructed around the perceived risk of a child not completing his/her education:
it will state what it hopes to achieve and by what means. Once again, establishing a baseline,
as described above, helps in measuring progress achieved.
26
Identification of Outcomes
It is expected, that for any activity undertaken by NEWB strand staff, at least one of
the outcomes would be chosen to be included in the Plan and checked at the
Review. Where the outcome is about “improvement in ….” or “reduction in ….” it
would be expected that a baseline measurement is taken and the expected
improvement or reduction agreed with the child and /or parent. The following is a
total set of outcomes to which NEWB works. These are set out separately for
children/young people and for parents/carers.
Code
C1
C2
C3
C4
C5
C6
C7
C8
C9
C 10
C 11
C 12
C 13
C 14
C 15
C 16
C 17
C 18
C 19
C 20
C 21
C 22
C 22
Outcomes for Children/Young People
Fully
achieved
Partially
achieved
Not
achieved
Successful transition from home to first school place
Mainstream education placement secured following
an alternative placement
Home Tuition being provided
Transfer from primary to post primary successful
Transfer from class to class successful
School place secured for a child who has none
Retention in school when at risk of losing place
Attendance at agreed clubs or groups
Receiving a meal at breakfast/lunchtime thereby
being ready for learning
Improvement in punctuality
Improvement in readiness to learn
Improvement in social interaction with peers/staff
Improvement in attendance
Improvement in participation in the learning system
Improvement in behaviour
Reduction in bullying others
Reduction in withdrawn and non-engaged
behaviour
Reduction in suspensions/expulsions
Improvement in self esteem and emotional
awareness
Access to additional services, such as alcohol/drugs
services
Improved family relationships
Improvement in test scores and attainment levels
Sitting the Junior or Leaving Certificate exams
27
Code
P1
P2
P3
P4
P5
P6
P7
P8
P9
P 10
P 11
P 12
P 13
P 14
P 15
P 16
P 17
P 18
P 19
Outcomes for Parents/Carers
Fully
achieved
Partially
achieved
Not
achieved
Trust developed which improves relationships
between home and school and greater engagement
which impacts positively on the child
Gaining increased knowledge and skills
Attendance at courses and completion of same
Receiving completion of course certificates
Reaching the targets or goals set by attending or
participating in courses or groups
Being accredited for attaining levels of competence
in Maths and English (and other courses)
Improvement in self-esteem which enables:
friendships to flourish and improved engagement
with the school
Improvement in sense of role which enables:
attendance at P/T meeting; dialogue around child’s
progress with teacher; monitoring child’s work;
assisting with child’s homework; writing a note to
school
Greater involvement in their child’s education and
learning as evidenced by attending school based
events
Improvement in parenting skills
Improved ability to relate to the child in a 1-1 way
and supporting his/her learning
Parents involved as a resource in the classroom
supporting literacy, numeracy and other curricula
areas
Parents and pupils involved in developing school
policies: codes of behaviour; attendance; antibullying and in curricula planning
Parent to parent support available
Parent(s) referred to specialist service and in
receipt of the service required
Responding to a monitoring letter in a positive way
(attendance improved)
Responding to a SAN in a positive way (attendance
improved)
Responding to a summons in a positive way
(attendance improved)
Being better able to support a child in all aspects of
attendance, participation and retention
28
Section 10: Do: Interventions (Delivering a Service)
BEST PRACTICE: ‘Think Family’ – a whole family approach
When carrying out interventions, it is very important to consider the
interconnectedness of children and their parents and indeed the wider family.
Clearly, when parents experience difficulties in their own lives, the impact can be
severe and enduring, both for themselves and for their children. Tackling complex
family problems often requires a focus on the strengths and difficulties of the whole
family, rather than those of the parent or child in isolation.
Although the SCP and HSCL strands have a primary focus on either children or
parents, there is recognition that a flexible holistic service is vital to success. A
whole - family approach, with a common vision and information sharing across all
strands can maximise the opportunities for change.
The ‘do’ stage of the cycle is the implementation of the Plan and delivering a service.
NEWB provides interventions through its own services, but also in conjunction with
schools and other providers. It is critical that the interventions that have been agreed
are actually provided.
It is the responsibility of the Lead Worker to ensure that those responsible are
carrying out the actions agreed, to monitor the progress being made through the
interventions and to keep relevant parties informed.
29
Recording of swift interventions are logged on Part F, recording for targeted and
intensive interventions are logged on Part G.
Example: Swift Intervention Record
(See separate Example Pack)
Section 11: Review: Monitoring Progress
Reviewing Targeted Interventions
Targeted Interventions are subject to active monitoring. That is; assessing whether
the intervention is delivering the desired results. This is active involvement and much
more than “keeping an eye on”. Checking on progress on the outcomes is vital.
In a case where participation, engagement or attendance is poor, NEWB strands and
the school will need to work out a system for regular exchange of information on the
child’s performance. In addition, regular telephone calls or meetings with the parents
and checks with other parties, that can help influence the outcome, are necessary.
All Targeted Interventions are reviewed every 6-8 weeks if they have not already
brought about the desired outcome. Progress must be reviewed against the
objectives set.
30
There are 3 options:
1. Work complete, intervention successful, end intervention
2. Consider subsequent 6-8 week provision, if method deemed to be successful
but requiring more time
3. Not working, refer to other service/ re-consider and re-write the plan
Reviewing Intensive Interventions (cases where the EWS or SCP Strand is the
Lead worker)
The main vehicle for reviewing Intensive Interventions
Conference (NRC). It is suggested that reviews take place
However, this is the minimum requirement and sometimes
review at more frequent intervals to keep plans on track,
weeks until real progress is confirmed.
is the NEWB Review
at 8, 16 and 24 weeks.
it may be necessary to
particularly in the early
The purpose of NRCs is to monitor the progress of the Intervention Plan formed at
the NEWB Educational Case Conference (see section 9 for full details). The review
requires a check on the progress of the previously identified outcomes and to fine
tune the plan in the light of developments over the preceding weeks. All those who
are relevant to the intervention and who attended the original NEWB Educational
Case Conference should contribute. This ‘meeting’ does not have to take place
face to face if this would be inefficient on time/resources; perhaps due to the
distances that need to be travelled/scheduled priority work/time delay. Where
professional working relationships are established it may be possible/feasible to
carry out this function using other means, such as email, telephone, conference call.
What is important here is that an effective method is found to monitor and
communicate the progress of the plan and to amend accordingly.
Discussions and decisions taken on both Targeted and Intensive Reviews will be
recorded on Part G and circulated to all parties. By this means, all concerned can
receive regular feedback on progress.
In cases of serious non-attendance
An EWO will be responsible for managing the interventions as the Lead worker in
cases of serious non-attendance. In these instances the following monitoring
programme should be followed:
8 week intervention review
If the intervention remains live at 8 weeks, the plan of intervention should be
reviewed by the EWO Lead Worker either in supervision or in an APR meeting and
the next stage of the plan should be agreed, along with the new attendance targets.
Review Conferences (NRC) should be held in all but exceptional cases. Where
distance is a prohibiting factor a telephone review might be an option. Where the
joint decision is taken not to hold a NRC the reasons should be recorded. This
review should give consideration to issuing a School Attendance Notice (SAN)
31
16 week intervention review
If the intervention is still live at 16 weeks, it should be further reviewed as outlined
above. A further plan of intervention is then devised.
24 week intervention review
If the intervention is still live at 24 weeks an intervention synopsis with a
recommendation from the EWO in consultation with the SEWO will be prepared.
Consultation should take place with the Regional Manager, where possible, to
consider the progress on the case to date and to jointly decide which of these
options to take:





Close the case
Issue a School Attendance Notice (SAN)
Issue court proceedings
Seek agreement not to prosecute (this would usually be because of mitigating
factors, such as, illness, family bereavement, child protection concerns,
medical condition etc.).
In exceptional circumstances, for interventions to continue where this is
deemed to be appropriate.
Factors that may indicate the need for legal action are:

Where the parents avoid contact with EWS staff and do not respond to the
plan, letters or invitations to meetings.
 Where EWS have tried a number of different approaches to engagement with
no success.
 Where parents decline to work in partnership or to co-operate with the agreed
intervention for their child.
 Where parents are openly hostile and /or verbally aggressive towards EWS
staff and it proves impossible to engage them in any further positive action or
intervention for their child.
 Where it is deemed to be in the best interests of the child/young person.
 Where it is believed that the parent is capable of doing more to enable the
child to attend.
Example: Review
(See separate Example Pack)
32
Section 12: Outcomes setting, monitoring and measurement
It is best practice that outcomes are discussed, agreed, set and measured; doing so
provides evidence that impact has been made for children/Parents In addition, doing
so helps to improve service delivery as well as ensuring resources are maximised.
An outcome
An outcome is a measurable result from an action or activity (intervention) designed
to bring about some change. An outcome is different from an activity. By way of
example: A child attending 6 sessions of a homework club is taking part in an
activity. If, however as a result of the activity a child hands in homework on time to
an acceptable standard – this is an outcome. If previously, homework was not done
either at all or to a very poor standard, the outcome also represents distance
travelled from a baseline. This is a very important concept in measuring outcomes
and one that will be applied throughout the framework.
Setting Outcomes
Outcomes are set following referral for Swift Interventions or at the planning stage of
the Understand – Plan – Do – Review cycle for targeted and intensive Interventions.
See Section 9. They need to take account of what has been stated in the referral and
what has been revealed through the assessment. It has been agreed that there are
demonstrable outcomes for both children and parents as shown in tabular form in
Section 9.
Monitoring Outcomes
It is expected that the outcomes, which have been agreed and set, will be monitored
during the review process (see section 11). Before closing down interventions Form
G must be completed as this will show evidence of whether the intended outcomes
were met or not. As can be seen in the table above, it should be indicated whether
the outcomes were fully, partially or not achieved.
33
Section 13: The Lead Worker
NEWB operates a lead worker model of service delivery. There will always be one
identified lead person who drives forward the plans/intervention.
Why is it important to have a Lead Worker?
All children and young people who are receiving support from more than one strand or
service should experience a ‘seamless’ service – it shouldn’t matter to them how teams or
services are organised. The Lead worker enables coordinated working between the staff
involved, reducing the likelihood of duplication and inconsistency between services, and
ensuring service involvement is focused and appropriate to the needs of the child. The lead
worker acts as a key point of contact for a child and their family.
This person leads on the direction of the intervention(s) and draws in other services
as appropriate. The lead worker is accountable for the intervention/s and takes
responsibility for:






Liaising with other key professionals involved in the case
Gathering information
Agreeing the plan in collaboration with HSCL/SCP/EWS or other parties
Writing up the plan
Monitoring and reporting progress
Recording
Other members of the Team will support the Lead worker by:





Ensuring the actions agreed in the plan are carried out
Discussing any particular difficulties encountered as the work progresses
Providing access to resources where appropriate
Monitoring the progress of the case
Reporting issues that need to be referred to the principal of the school, other
agencies or senior management of NEWB
In non-DEIS areas the Lead Worker will always be from EWS unless other agencies
or the school have agreed to take on this role.
In DEIS areas where all three strands are working together, it will be necessary to
choose a lead worker. This can be done at the time of referral or after the
assessment when the plan is being drawn up (see also Section 5). The following
offers some guidance on the lead worker role:




It is agreed between NEWB strands
The lead worker drives forward the plan
There is one Lead with other strand/s in support
Determining who is best to lead:
 The child’s difficulties originate within the family = HSCL
34



The issue surrounds the child in the school environment and the
parents are considered as secondary to this = SCP
A potential for statutory work around attendance = EWS
Other factors, such as, a worker who has established a rapport with a
family, absence of the worker in another strand etc. = EWS, HSCL,
SCP.
Where workers cannot agree between themselves who is the most appropriate Lead
worker they will discuss the issue with the member of the NEWB Senior
Management Team who is assigned to their area/cluster. This manager will act as
arbiter and decision maker.
Lead roles in action
The diagram below shows the possible lead roles in DEIS areas in respect of both
participation and attendance.
Intervention Continuum – Participation: Lead Roles
Encouraging – Supporting – Rewarding – Advising – Influencing
No Intervention
(participating well)
–
Advocating
–
Tailoring
Contracting
Crisis
(on verge of expulsion;
disengaged; no hope
of reaching potential)
Growing
concerns
Major
Concerns
(Not reaching potential)
Little
concerns
HSCL
SCP
–
………………..
Intervention Continuum – Attendance: Lead Roles
Encouraging – Supporting – Rewarding – Advising – Coaxing – Influencing – Pressurising – Warning
Little
concerns
HSCL
SCP
Enforcing
Crisis
(children never in school)
Growing
concerns
No Intervention
(children in school)
–
Major
Concerns
……….
………….
EWS
Taking participation first – on the left hand side of the continuum when children are
participating well there is no need for intervention from either HSCL or SCP. At the
far right of the continuum the child is shown to be in crisis, on the verge of expulsion,
disengaged with teaching and learning; and with little or no hope of reaching his or
her potential. As can be seen, SCP has involvement all the way through as the
possible lead. If there is a major influence from the home on the participation and
engagement of the child in school, it may well be that HSCL take the lead. As it
becomes more serious SCP are most likely to be in the lead with HSCL support.
At the far right of the continuum, it is worth taking note of the approaches which are
used. These have changed from encouraging and supporting on the left hand side to
35
advocating, tailoring (support packages) and developing contracts with the child to
ensure their participation and retention in the learning system; the latter is done in
conjunction with the school.
Turning now to attendance – on the left hand side of the continuum, when children
are in school, there is no need for intervention from EWS, HSCL or SCP. At the far
right of the continuum the child is shown to be in crisis, and virtually never in school.
As can be seen, in non-DEIS areas EWS will become involved in non-attendance
issues at the growing concern stage and will be in the lead.
In DEIS areas; HSCL and SCP have involvement in non-attendance from little
concerns towards major concerns as the possible lead. If there is a major influence
from the home affecting attendance then it is likely that HSCL will take the lead. If it
is primarily to do with the child him/herself, then SCP are most likely to be in the
lead.
As the situation, in DEIS areas, moves towards major concerns and crises and as
statutory action is called for, the lead changes to EWS. However it is worth noting
that HSCL and SCP are in a supportive role whenever possible.
Over the course of the involvement with children and families the lead worker can
change, depending on the prevailing factors. It may be decided at some later date
that the lead should be re-allocated on the grounds that another person now has the
most significant involvement as the work unfolds. The same criteria apply for passing
children/parents from one strand to the other throughout the duration of the work as
apply at the point when it is decided which strand will lead, as listed above.
When the point is reached with attendance issues that indicates a referral to the
EWS is required, this must be sanctioned by the principal. Once the threshold has
been accepted for the EWS to be working in Intensive mode the EWO will be the
Lead Worker. The other two strands may be alongside in a supportive role, but only
in so far as this is agreed and is a part of the agreed Plan. Thereby, all work is
designed purposefully towards a set of clear outcomes with each contributor playing
their integrated part.
In DEIS areas it is the responsibility of those in the APR meeting to decide on any reallocation. It is particularly important when a child or family, supported by EWS or
SCP as an intensive intervention, moves back down the continuum, that targeted
interventions are available to support the child and family in order to sustain lasting
improvements. At this point the Lead responsibility would transfer. For example,
where a child who had very poor/chronic attendance returns to school, there will be
a need for significant supports from HSCL and SCP to maintain the child in school.
In summary, there will always be one lead strand with any child and /or family and
the work may be undertaken by one, two or three strands at any time.
36
Section 14: Recording
There is an electronic case recording system for the NEWB. A properly maintained
electronic file should be accessible to any authorised person, in accordance with
agreed levels of clearance, within the organisation. One electronic record will be
kept for each child known to the NEWB with the potential of using 3 tabs for the 3
strands. Each child will be issued with a unique identifying number. It will always be
apparent which strand provides the Lead worker. Some general guidance on record
keeping is set out below:
In maintaining a child/family’s file staff will need to be aware of:




Confidentiality
Data protection
Child’s/family’s access to records
The difference between: facts, feelings and opinions
Protocol for recording in the NEWB
Responsibility for ensuring that recording is carried out rests with the Lead worker.
Others who carry out interventions that contribute to the Plan also record their work
in the child’s folder on the system. The style of recording should be concise and
guided by the principles set out below. The detailed protocol for using the electronic
system is set out in a sister document: One Record: Protocol for staff.
Overarching principles of recording:









Recording is an integral part of a NEWB strand worker’s core activity
If work is necessary then there must be a recording of it.
It should be clear, accurate, factual, concise, up to date and entered on the
electronic recording system;
It does not have to be extensive, but sufficient for a reader with no prior
knowledge of the circumstances to understand what was done and why
Recording should be proportionate to the purpose of the intervention, i.e.
where an EWO is taking a case to prosecution then a greater level of detail is
required in the case of prosecution
It should contain evaluation and analysis, not just narrative
It should include fact, third party information, assessment, analysis and
professional judgment
The distinction between fact and professional judgment should be made clear
and the source of information recorded
The security and confidentiality of information held on record files (electronic
or paper) must be maintained at all times.
37
The Purpose of Recording






Enables understanding of the child’s needs and the service provided by
NEWB strands;
Enables NEWB strand workers to reflect on the service that has been
provided and plan any future service;
Enables continuity of service, regardless of individual staff availability;
Enables management oversight;
Provides documented evidence for example, in court, complaint
investigations;
Provides management information regarding whole service performance.
38
Section 15: Inter-agency working and Information Sharing
Inter-agency working needs to be strong so that NEWB strands know who works in
the area and can be called on to offer assistance in a variety of circumstances. Poor
school attendance, participation and retention are, of course, often symptomatic of
other problems which other agencies may need to address.
Outside the organisation, information about the child should not be shared without
the consent of the adult family member with parental responsibility for the young
person, or, the consent of the young person him/herself, (who is capable of giving
consent). The exception to this is where there are significant concerns of a child
protection nature when all those working with children have a duty to pass the
information on. Appendix 2 provides the Consent Form which should be used.
Best Practice: Dos and Don’ts about Information Sharing
1
1. Be open and honest with children and families from the outset about why you are
undertaking work within the Practice Model
2. Always keep safeguarding concerns central to your considerations and refer on if
necessary
3. Always be clear about the purpose for which you have received the information and
the purpose you are using it for – they should be the same
4. Know the relevant policies of NEWB in relation to confidentiality and information
sharing and consult them as necessary. Seek advice if you are in any doubt
5. The Data Protection Act provides a framework to ensure that personal information is
shared appropriately
6. Aim to share with consent except where this is not appropriate. Try to ensure that
the Consent Form is completed and signed. You may still share information without
consent if, in your judgment, that lack of consent can be overridden in the vital
interest of the child.
7. Ensure that the information you share is necessary and relevant for the purpose for
which you are sharing it, is shared only with those people who need it, is accurate
and up to date, is shared in a timely fashion and is shared securely (Necessary,
proportionate, relevant, accurate, timely and secure)
8. Keep a record of your decisions and the reasons for them – whether it is to share
information or not. If you decide to share, then record what you have shared, with
whom and for what purpose
1
Drawn from Working Together for Children, Sharing Information about Children and Families, best
practice guidelines for practitioners, managers and agencies working in South Dublin County
39
Section 16: Closing down Interventions
At the end of every half term and term there should be a review of on-going work, to
identify which can be ceased, in line with the monitoring section described above.
Throughout the term, interventions that have led to a successful outcome can be
routinely closed in order to free the worker up to take on other work or to free the
resource for another child/family. At any other point, NEWB staff can agree, either in
supervision (if they receive it) or at a NEWB Network Meeting that work should
cease.
Before the intervention ceases, the Principal should be consulted to ensure that
there is nothing happening within the school related to the pupil that would suggest
that this should not happen. When the intervention ceases the lead worker should
notify the parents and the school and any other relevant parties. It is important to
note that NEWB may re-commence involvement in the future if the need arises and
the referral criteria are met.
Ordinarily an Intervention will be closed when the actions or activities have
succeeded in meeting the objectives agreed. This will also apply when the child can
be maintained by universal/preventative services to a satisfactory level.
However, it is acknowledged that some Interventions may be closed without a
successful resolution of the factors that have led to the pupil not attending or
participating in school. The NEWB may decide that it has done all it can and that the
interventions will stop, despite little or no improvement of the situation. Decisions on
these cases should be referred to the relevant NEWB decision maker, where they
are contrary to the expectations of the legislation. The reasons for this decision
should be recorded.
In the event of a pupil being provided with an alternative school place or where a
pupil has moved to another jurisdiction this should be noted.
40
Section 17: Key definitions
Parent (within
this document)
refers to all parents, guardians and carers, i.e. anyone in
loco parentis, with legal authority and duty to take care of
a child
Child (within this
document)
refers to a child or young person of school age. The term
pupil or student are also used
NEWB
National Educational Welfare Board
HSCL
Home School Community Liaison Scheme
SCP
School Completion Programme
EWS
Educational Welfare Service
DEIS
Delivering Equality of Opportunity in Schools
Non-DEIS
Areas where the DEIS initiative is not available.
Section 29
Appeal
Section 29 of the Education Act 1998 (refusal to enrol,
suspension or expulsion of pupils)
SAN
School Attendance Order
School Attendance Notice (SAN) is a legal order issued when a
parent fails to ensure their child attends a recognised school,
Education (Welfare) Act, 2000, section 25
IEP
Individual Education Plan
A written document prepared for a named pupil which specifies the
learning goals that are to be achieved by a pupil over a set period of
time and the teaching strategies, resources and supports necessary
to achieve those goals
SEN
Special Educational Needs
NEWB APR
Meeting
APR stands for Attendance, Participation and Retention.
It is a process for receiving and managing targeted
referrals
Educational
An EWS convened meeting that includes pupils and
Case Conference parents where plans are made with clear targets aimed
to bring about an improvement in attendance
Review
Conference
Swift Intervention
Targeted
A meeting or similar process where the plans and targets
agreed at the Educational Case Conference are
monitored
A speedy, problem-solving, one off action (usually) to
resolve a straightforward difficulty
Focussed support provided for a specific child for a time41
Intervention
limited period, reviewed every half term. Used where
there is a low or growing level of concern about a child
who will benefit from an intervention to address; their
needs are greater than for most other pupils, hence they
have been ‘targeted’
Intensive
Intervention
Consists of an assessment, an agreed plan, with actions,
targets and proposed outcomes which are monitored at
regular intervals. Multi-agency work is often a
component. Reserved for those with the greatest
attendance and participation difficulties and those with
the most complex of needs when other lower level
interventions have been unsuccessful
42
Appendix 1:
NEWB Service Provision Record
43
Part A: Referral
Guidance: to be completed for all interventions
if PPS number is available I think it should
be included
PUPILDETAILS
Name:
Click here to enter name.
Address:
Click here to enter address details.
Gender:
Choose an item.
Date of Birth:
Click here to enter a date.
PPS number (if available)
Language Spoken at Home:
Click here to enter text.
Ethnicity:
Click here to enter text.
FAMILY COMPOSITION
Mother’s Name:
Click here to enter text.
Address if different from the Pupil’s:
Click here to enter text.
Tel no:
Click here to enter text.
Father’s Name:
Click here to enter text.
Address if different from the Pupil’s or
mother’s:
Click here to enter text.
Tel. no:
Click here to enter text.
Details of Guardian/Carer if Pupil is not
residing with parent/s
Click here to enter text.
Relationship to the Pupil:
Click here to enter text.
Tel no:
Click here to enter text.
Sibling/s
Name
DoB
School
Click here to enter text.
Click here
for DOB.
Click here to enter text.
SCHOOL DETAILS
School:
Click here to enter school name.
44
Address:
Click here to enter school address.
Tel no:
Click here to enter telephone contact number(s)
Roll Number:
Click here to enter school roll number.
Reason for referral (Change selection to Yes as required)
Attendance: No
Participation: No
Retention: No
Brief summary of why an intervention is required.
Click here to enter text.
From which strand/s of the NEWB
EWS: No
(Change selection to Yes as requires)
HSCL: No
SCP:
No
Parent/Carer: No
Pupil: No
Referred by:
School:
No
Other agency No (please specify below)
Click here to enter details.
Name of person making the referral:
Click here to enter name of person making referral.
Contact details:
Click here to enter contact information.
Role: Click here to enter role.
Date: Click here to enter a date.
Please note – the contents of this form may be shared with the Pupil and
parent(s)/carer(s).
Office Use: Unique number issued: Click here to enter unique number.
45
Part B: Referral for Targeted or Intensive Intervention
Guidance: Part A and Part B to be completed when a Targeted or Intensive Intervention are
requested, that is, a service that requires in-depth work, over time rather than a simple one-off
action
Educational Welfare Service
Click here to enter text.
Describe
intervention/s
requested:
School Completion Programme
Click here to enter text.
Home School Community Liaison
Click here to enter text.
Where attendance is the problem:
Absences this term
Days school Open
Click here to enter
days
Summary of explanation offered by Parent
Click here to enter text.
Days Absent
Click here to enter
days.
Trends of absence
over previous term
or last academic
year
Click here to enter
details.
Summary of explanation offered by Parent
Click here to enter details.
For all referrals:
If Post Primary - Year group of pupil:
Click here to enter year group.
If Primary - Class group of pupil:
Click here to enter class.
Date pupil entered the school:
Click here to enter a date.
Previous school/s:
Click here to enter details.
Does this Pupil have a diagnosed Special
Click here to enter details.
Educational Need?
Has the Pupil been assessed (or is
assessment pending) by the National Click here to enter details.
Educational Psychological Service?
46
Does the Pupil have any health issues you
Click here to enter details.
are aware of?
What resources (if any) have been allocated
to meet Pupil’s needs?
Click here to enter details.
What work is being undertaken with parent/s?
Click here to enter details.
Is this a re-referral?
No
Attach any supplementary information you
Click here to enter details.
consider necessary
INVOLVEMENT OF OTHER AGENCIES
Does the school have knowledge of other
agencies involved with the Pupil or family? If
so which?
Click here to enter details.
Has the school referred the Pupil or family to
another agency? If so what agency?
Click here to enter details.
Has the school made a referral to the HSE in
respect of welfare or Pupil protection
concerns?
Click here to enter details.
SIGNATURE OF PRINCIPAL:
______________________ DATE: _____________
(IF REFERRAL FROM SCHOOL)
OTHER RELEVANT INFORMATION
Are there any Health and Safety issues the NEWB should be aware of?
Click here to enter details.
Please submit this electronic form to the NEWB office: Click here to enter details.
For NEWB use only
Progress referral:
No
Reason for decision:
Click here to enter details.
47
Unique identifying
number issued:
Click here to enter number.
Name of Worker: Click here to enter name.
Name of Line Manager: Click here to enter name.
Click here to enter a date.
Click here to enter a date.
48
Part C: Pre-referral Checklist for Schools
Guidance: to be completed when a targeted or Intensive Intervention is requested
To be completed in discussion with the Class Teacher (Primary)/ Year Head (Post Primary)
or a nominated teacher/principal.
Before a school makes a referral to NEWB it is expected that the school has demonstrated
attempts to resolve the presenting issues. Each stage below should be addressed before a
referral is progressed
Click here to enter name
Name of Pupil:
PPS number (if available)
Click here to enter text.
School:
Name of Principal
Class:
Class Teacher/Year Head:
Click here to enter class.
Click here to enter Class Teacher and Year Head.
Stages
Action Taken (include date)
Class Teacher/Year Head have discussed
issue with pupil:
Click here to enter text.
Class Teacher/Year Head have contacted
parent/guardian to express concern e.g. phone
call, letter, discuss at Parent-teacher meeting:
Class Teacher/Year Head have held specific
meeting in school with parent/guardian to
identify problems and agree strategies:
Concerns and agreements have been sent in
writing to parent/guardian:
Click here to enter text.
There has been implementation of any
appropriate in-school measures (e.g. change of
class, ‘contact person’ in school, support in
lessons etc.):
Click here to enter text.
Appropriate strategies have been tried with
pupil (e.g. attendance monitoring / on
attendance report, incentives, rewards etc.):
Other approaches tried:
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
49
Part D: Understanding Needs – Assessment
Guidance: to be completed for Targeted or Intensive Interventions
What is/are the identified problem/s
Click here to enter text.
Is the presenting problem to do with (Changed to Yes as required):

The Pupil him/herself
No
Click here to enter supporting text.

The family
No
Click here to enter supporting text.

The school
No
Click here to enter supporting text.

The community
No
Click here to enter supporting text.
Baseline
e.g. days absent, period
excluded,
Patterns and trends of the
above
Click here to enter text.
Click here to enter text.
What do the following say about the problem?
Pupil:
Click here to enter text.
Family:
Click here to enter text.
School:
Click here to enter text.
Other agencies, if involved:
Click here to enter text.
50
What strengths can be built on:
The Pupil:
Click here to enter text.
The Family:
Click here to enter text.
Who could support the Pupil/family
Other family members:
Click here to enter text.
Other agencies:
Click here to enter text.
Analysis of the information gathered:
Click here to enter text.
NEWB Strand Lead
Worker:
Date of Assessment:
Click here to enter text.
Click here to enter a date.
51
Part E: The Plan
Guidance: to be completed for Targeted or Intensive Interventions;
The form provides three rows per stakeholder to record outcomes. To add additional rows for
more than three outcomes insert a row below
List Interventions :
Outcomes
to
With the
be
Interventions
met By Who
(use codes):
Timing/Duration
of planned
intervention/s
Pupil
Click here to enter
Choose an
Click here to
Click here to
text.
item.
enter text.
enter text.
Click here to enter
Choose an
Click here to
Click here to
text.
item.
enter text.
enter text.
Click here to enter
Choose an
Click here to
Click here to
text.
item.
enter text.
enter text.
List Interventions :
With
the
Outcomes to By Who
Timing/Duration
be met (use
of planned
codes):
intervention/s
Family
parent, carers,
others
Click here to enter text.
Choose an
Click
Click here to
item.
here to
enter text.
enter
text.
Click here to enter text.
Choose an
Click
Click here to
item.
here to
enter text.
enter
text.
Click here to enter text.
Choose an
Click
Click here to
item.
here to
enter text.
enter
text.
52
List Interventions :
Support
Outcomes to By Who
Timing/Duration
be met (use
of planned
codes):
intervention/s
provided by
school
Click here to enter text. Choose an
item.
Click
Click here to
here to
enter text.
enter
text.
Click here to enter text. Choose an
item.
Click
Click here to
here to
enter text.
enter
text.
Click here to enter text. Choose an
item.
Click
Click here to
here to
enter text.
enter
text.
Input
from
other
List Interventions :
Outcomes to By Who
Timing/Duration
be met (use
of planned
codes):
intervention/s
agencies
Click here to enter text. Choose an
item.
Click
Click here to
here to
enter text.
enter
text.
Click here to enter text. Choose an
item.
Click
Click here to
here to
enter text.
enter
text.
Click here to enter text. Choose an
item.
Click
Click here to
here to
enter text.
enter
text.
53
Date of Plan
Click here to enter text.
Means of Review
Click here to enter text.
Date of Review
Click here to enter a date.
Agreed Lead
Click here to enter text.
Worker
Name and role of
Click here to enter text.
worker completing
this plan
54
Part F: The Intervention(s)
Guidance: to be completed for swift interventions only.
‘DO’ – SWIFT INTERVENTIONS RECORDING FORM
Name of NEWB
Lead Worker
From which strand
Click here to enter text.
Date:
Click here to enter a date.
HSCL No
SCP No
EWS No
Actions Carried out:
Follow up Action/s identified
By Who
Is a Targeted or Intensive Intervention now required?
If ‘yes’ give details
Attach any relevant information.
55
Part G: The Review – Monitoring
Guidance: to be completed when targeted or Intensive Interventions have been provided. Please
reference the Plan (Part E) when completing
Questions to be Considered at Reviews
Note: for all reviews Part H must be completed
1. Have the agreed interventions made a difference?
Click here to enter text.
2. What is the measurement from the baseline?
Click here to enter text.
3. Have the planned outcomes been met, in full or in part? If yes complete Part H, if no
move to 5
Click here to enter text.
4. Can the interventions be stopped? If yes complete Part H, if no move to 5
Click here to enter text.
5. What action/amendment is now needed on the plan? Revise Part E The Plan
Click here to enter text.
6. Who needs to be involved from here on?
Click here to enter text.
7. Does the Lead Worker stay the same?
Click here to enter text.
8. When is the next review date?
Click here to enter text.
56
Part H: The Outcomes
Guidance: to be completed for all categories of intervention at each review and at the end of the
intervention. Where multiple outcomes have been achieved, select and record the most relevant.
Changed from Not Applicable (NA) to Yes as required
Outcomes for Pupils
Code
C
1.
C
2.
C
3.
C
4.
Successful transition from home
to first school place
Mainstream education
placement secured following an
alternative placement
Home Tuition being provided
Fully
achieved
NA
Partially
Not
achieved achieved
NA
NA
NA
NA
NA
NA
NA
NA
Transfer from primary to post
primary successful
5. Transfer from class to class
successful
6. School place secured for a Pupil
who has none
7. Retention in school when at risk
of losing place
8. Attendance at agreed clubs or
groups
9. Receiving a meal at
breakfast/lunchtime
10. Improvement in punctuality
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
11. Improvement in readiness to
learn
12. Improvement in social
interaction with peers and staff
13. Improvement in attendance
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
C
14. Improvement in participation in
the learning
15. Improvement in behaviour
NA
NA
NA
C
16. Reduction in bullying others
NA
NA
NA
C
17. Reduction in withdrawn and nonengaged behaviour
NA
NA
NA
C
C
C
C
C
C
C
C
C
C
57
C
C
C
C
C
C
18. Reduction in
suspensions/expulsions
19. Improvement in self esteem and
emotional awareness
20. Access to additional services,
such as alcohol/drugs services
21. Improved family relationships
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
22. Improvement in test scores and
overall attainment levels
23. Sitting the Junior or Leaving
Certificate examinations
NA
NA
NA
NA
NA
NA
Outcomes for Parents/Carers
Code
P
1.
P
2.
P
3.
P
4.
P
5.
P
6.
P
7.
P
8.
P
9.
Trust developed which improves
relationships between home and
school and greater engagement
which impacts positively in the
Pupil
Gaining increased knowledge and
skills
Attendance at courses and
completion of the same
Receiving completion of course
certificates
Reaching the targets or goals set
by attending or participating in
courses or groups
Being accredited for attaining
levels of competence in Maths
and English (and other courses)
Improvement in self-esteem
which enables: friendships to
flourish and improved
engagement with the school
Improvement in sense of role
which enables: attendance at P/T
meeting; dialogue around Pupil’s
progress with teacher; monitoring
Pupil’s work; assisting with Pupil’s
homework; writing a note to
school
Greater involvement in their
Pupil’s education and learning as
Fully
Partially
Not
achieved achieved achieved
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
58
P
10.
P
11.
P
12.
P
13.
P
14.
P
15.
P
16.
P
17.
P
18.
P
19.
evidenced by attending school
based events
Improvement in parenting skills
NA
NA
NA
Improved ability to relate to the
Pupil in a 1-1 way and supporting
his/her learning
Parents involved as a resource in
the classroom supporting literacy,
numeracy and other curricula
areas
Parents and pupils involved in
developing school policies: codes
of behaviour; attendance; antibullying and in curricula planning
Parent to parent support available
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Parent(s) referred to specialist
service and in receipt of the
service required
Responding to a monitoring letter
in a positive way (attendance
improved)
Responding to a SAN in a
positive way (attendance
improved)
Responding to a summons in a
positive way (attendance
improved)
Being better able to support a
Pupil in all aspects of attendance,
participation and retention
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Part I: Closure
Guidance: to be completed when a targeted or Intensive Intervention is ended
59
Notification that work complete:
Name
Date
Referrer
Click here to enter text.
Date
School
Click here to enter text.
Date
Pupil
Click here to enter text.
Date
Family
Click here to enter text.
Date
Other
Click here to enter text.
Date
Outcomes recorded on Part H:
No
Intervention closed down on IT system:
No
Closure sanctioned by:
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Appendix 2:
National Educational Welfare Board (NEWB)
Consent to Share Information Form
Click here to enter name
Click here to enter address 1
Click here to enter address 2
Click here to enter address 3
Information is shared within the NEWB (EWS, HSCL & SCP), but we are seeking
your consent to contact other agencies, if needed. This is with the intention of
offering you, your child and / or your family help and support. In order to do this, it
will be necessary to discuss your needs or those of your child and family with other
agencies so that they can be of assistance.
Please sign below to indicate that you give your free and informed consent to share
relevant information about you and / or your family.
I understand that I can withdraw this consent at any time by putting this in writing to
the named worker below.
Signed:
_________________________________________________________________
Pupil or Parent: (must be the parent unless pupil is over 18)
_________________________________________________________________
Date:
________________________________________________________________
I consider that this consent was given with the full knowledge of its implications.
Worker’s signature:
___________________________________________________________________
Name:
_________________________________________________________________
Date:
_________________________
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Appendix 3: Working together in DEIS Areas
For pupils to benefit from their education, they must be present in school: therefore
promoting attendance is the primary responsibility of all NEWB strand staff. After
all, participation and retention cannot take place unless the pupil is in school in the
first instance. All strands should make clear to both parents and children, the
consequences of non-school attendance to the child’s social well-being, educational
achievement and later life chances. In line with the spirit of the Education (Welfare)
Act, 2000, NEWB strands focus on identifying the causes of the problems behind a
child or young person’s non - attendance at school and supports initiatives to
encourage full attendance. The Act requires the NEWB to exhaust all welfare
interventions, before considering taking legal action against parents, who are failing
in their duty to have their children attend school regularly.
In DEIS schools, the SCP and HSCL strands respond to children, where low level
and growing concerns have been identified. The role of the EWO comes in at the
further end of the continuum, with other strand colleagues carrying out the early
intervention work. The EWS is reserved to respond primarily to those with
persistent, problematic attendance that could eventually result in statutory or
enforcement action. There is however usually much welfare work to complete before
this happens. Prosecution is only used when it is the only option to get a child back
into school and all other avenues have been exhausted. Following prosecution,
when the pupil returns to school, the SCP and HSCL are ideally placed to ensure
supports are put in place to maintain him/her in the system.
Consequently, the framework is structured to provide a continuum of assistance
through the following activity phases, with different strands leading at different
stages. Low level problems are met with low level responses, growing problems with
a greater intensity of intervention. Initially for children where there are emerging
participation or attendance difficulties, the school is best placed to address the issue
and to make any adjustments to the school environment that may be necessary,
such as, additional learning support, Adapted Curricula, Individual Education Plans
(IEP) etc.
If the concerns persist, the school will discuss the presenting problem with any
member of NEWB strand staff, who responds by agreeing with the school a course
of action which might be:



Suggestions of further interventions the school might try
Using a Targeted Intervention
Passing the information on to other strands via the NEWB Network Meeting
If the problem is a low level concern, the SCP or HSCL will deal with it in the first
instance. The approach used by these 2 strands is a supportive one, which helps the
parent/child to address the difficulty. At all times, this work has a sense of formality,
is professional, purposeful and recorded. The focus is always to improve attendance,
participation or retention.
The SCP and HSCL will undertake all of the tasks to work towards an improvement
in a child’s attendance as outlined in this model with the exception of the EWS
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complex welfare and statutory work. Therefore, SCP and HSCL may engage other
agencies to draw in additional services, where appropriate.
In attendance issues, at the point where the EWS becomes involved, the other 2
strands will have exhausted the options at their disposal but not resolved the
difficulty and it is agreed that an even more formal, possibly statutory approach, is
now needed.
A crucial element of the EWO’s style of working is ensuring that all parties
understand the consequences of failure to get children to attend school. The EWO
is the only strand worker who can take enforcement action and prosecution.
However, the welfare part of the role, as the title suggests, is of central importance:
engagement with children and their families, creating a co-operative working
relationship and reaching an understanding of the problems they face are essential.
It is recognised that co-operation and the provision of welfare is provided even where
enforcement is necessary.
So, what is meant by ‘One Team’, as reflected in the title of this document? Now
that HSCL, SCP and EWS are all within NEWB, economies can be achieved within
the 3 strands. It may be possible for one worker to attend a meeting representing
the NEWB in order to feed information into the meeting on behalf of a colleague/s
and then report back. Of course there will be times when this is not possible,
particularly in relation to the statutory role of the EWS. However, before more than
one strand attends any meeting it is worth considering if it is more efficient for one
person to stand in for the other strand/s. Where this takes place, clear arrangements
will need to be agreed for the exchange of information to keep all parties fully
informed – the ‘One Record’ approach should help with this.
Experience has shown that when the 3 strands work seamlessly together on matters
of attendance and participation, effective, long-lasting results can be achieved for
children and their families. The factors that contribute to this success are:
 Shared consideration of information about individual children and families
 Agreement about who to target
 Creation of plans, detailing which strand will take what action
 Agreeing one strand to lead the work, determined by the characteristics of the
presenting problem
 Regular review of the progress of the work, with fine-tuning where necessary
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