Bradford's Preventative and Inclusion taskforce Staff Bio and Photos. 

1) Identification

School identifies a student who is becoming disengaged or vulnerable to permanent exclusion.  

Schools can identify those who are becoming disengaged or vulnerable to permanent exclusion by citing examples of behaviours that are not in line with the expectations of the school’s behaviour policy. Referrals can be made for students who are approaching the trigger points of 15 days lost to FTE per term, or 45 days per academic year. Referrals can also be made where there is a concern that the student may be exhibiting behaviour that is escalating and may result in a serious one-off incident. This could include (but is not restricted to) students where there is known gang involvement outside of school, are known knife carriers outside of school, where there are known issues around habitual substance abuse, anger management or symptoms relating to attachment or trauma. A referral can also be made for mental health support for students where they are known to CAMHS but there is still a significant amount of time until they have their first meeting, or there is little likelihood of engagement. 

2) Referral 

School to complete the Bradford Preventative and Inclusion Taskforce (BPIT) online Referral Form, which will be reviewed by the AP Panel. 

3) Screening  

APST co-ordinator responds within 5 days to confirm: 

• Whether the referral has been accepted 

• Agree an initial remote meeting with key school staff. 

• Request for parental consent for support 

For mental health referrals related to neuro assessments (ASD or ADHD), if the CYP is at risk of permanent exclusion, the taskforce may fast-track the referral with CAMHS. Schools should treat the CYP as if diagnosed, make reasonable adjustments, and avoid permanent exclusion for persistent disruption while the referral is processed. A safe room and trusted staff member must be provided, for CYP referred to CAHMS schools should also have completed a ‘school observation form’ before the first visit.

4) Delivery of Support/Intervention 

Lead member of the BPIT identified and connected with school Key worker. They co-ordinate the work with other members of the BPIT where necessary. Case discussed each week at co-ordination meeting. Schools provided with feedback from the lead member at each stage of the support process. 

5) Coordination 

The initial meeting between the co-ordinator, the key worker in the school and lead member of the BPIT will lead to: 

• What support the school needs to offer (eg a room, best times, risk assessments, support plans, etc) 

• Provisional timings and logistics of the initial meeting with the student 

• An initial plan for what the support will look like. This can evolve dependent on the level of need, and responsiveness of the student. 

• Agreed aims and outcomes for the support. 

• Dates and times of review meetings

6) Review 

The review meetings should occur throughout the process. These can be in person, remotely or via email. They should focus on the aims and outcomes, progress with the current support, any amendments to the support and whether the work will be completed in the initial time frame. 

7) Exit meeting 

When the work has been completed an exit meeting will be agreed with all the key stakeholders. This should include as a minimum the student, key worker from school and lead BPIT member.