Criteria and timeline for accessing support from Primary Behaviour Support

The Primary Behaviour Support and Provisions Service follows a model of continuum support. A child or young person can access the Service without a Statement of Special Educational Needs.

Resources are available to children and young people, parents or carers, and schools. 

Training is available for all educational setting staff. This includes an online training service that school staff may access via the Children and Young People’s Training Programme. There are no criteria necessary to access this.

Alternatively, schools can request face-to-face training by completing the School Improvement and Professional Learning (SIP) Form which is available on AnyComms.

Advice and Guidance is available to teachers, other relevant professionals and parents or carers of children who have identified SBEW needs.

Pupil Support may be made available, where appropriate, to a child with an identified need in SBEW. A PBS&P referral must be submitted by the school. To access certain support and provisions, this must be done in consultation with EA Educational Psychology Service.

A school makes a referral, with parental consent, by completing the appropriate referral form. These forms can be found on AnyComms and a C2K username and login is required.

• School Improvement and Professional Learning (SIP) Form
• Group Based Intervention (GBI) Form
• Individual Pupil Referral (IPR) Form
• EOTAS Placement Consideration Form (EPC)

Once a referral is received and if criteria are met, a team member will be assigned to the referral and will aim to contact the school within 3 weeks.

A consultation will begin within 7 weeks and in the interim period support may be provided in the form of signposting to:

• High Five Resource Hub - C2K username and login is required
• Telephone Advice and Support Helpline
• High Five Newsletter
• Social, Behaviour and Emotional Wellbeing Chapter

During the consultation, input may be received from:

• Parent or carer conversation (if relevant);
• Special Educational Needs Coordinator (SENCo), teacher and support staff feedback;
• Pupil conversation;
• Observation; or
• Informal and formal assessment.

Once all the relevant information is collated and reviewed, the most appropriate package of support will be developed to support your child’s current needs. This will be done in collaboration with the child, their parents or carers and the school.

Within the next 3 weeks, initial recommendations will be shared with the school and parents or carers, and intervention will begin (if required).

The pupil may require more support from our Service during key milestones and less support at other times. Support is always provided on a needs-led basis, in line with agreed review arrangements.