pupils missing out on education

Pupils Missingout onEducationOperating Framework

This guide sets out how the County Council manages the needs of Pupils Missing out on Education, and provides advice for schools and colleges on our approach

September 2016

2 Early Learning and Childcare | Language Strategy

IntroductionChildren and young people who do not access school or appropriate alternative education are deemed to be vulnerable and their risk is increased as they continue to be without a school place. Safeguarding children and young people continues to be a key shared responsibility of the Local Authority, schools and other partners. High quality education provides children and young people with the necessary skills, knowledge and understanding as well as vital social and emotional skills to prepare for a confident future.

All children and young people of statutory school age are legally required to be on a school roll and to access full time education unless their medical needs prevent this or they are being electively home educated which is deemed suitable by the Local Authority. Schools are responsible for keeping children and young people safe during the school day and have the knowledge, expertise and resources to ensure that children and young people access their educational entitlement to fulfil their potential within the aspirational contexts of school.

For a small minority of children and young people, the ‘traditional’ school setting may not be appropriate for all or part of their learning experience. Education, for these children and young people, is offered in many different ways such as home tuition, virtual learning platforms or alternative provision (defined as education outside school, arranged by local authorities or schools). For those with medical needs who are in hospital, lessons may be provided in a classroom within the hospital or by individual staff at the bedside. The Local Authority has a statutory responsibility to identify those pupils who are missing out on education, track their whereabouts and ensure that they have access to a full-time education (where appropriate) through either direct tuition or commissioning alternative provision.

The Local Authority has a statutory responsibility to identify those pupils who are missing out on education

Early Learning and Childcare | Language Strategy 3

PURPOSEThis framework is designed to establish robust methods for the identification, tracking/monitoring and facilitating the early re-engagement of pupils missing out on education into suitable full time educational provision. Clear strategies for identifying those pupils at risk of missing out on education will also be developed in collaboration with the Vulnerable Learners’ provision. The framework sets out how the Local Authority (LA) fulfils its statutory duties in relation to educational provision, safeguarding and the welfare of children and young people at risk of missing out on education.

In addition, this document sets out strategic priorities for change and identifies specific service priorities. You are encouraged to take time to read this carefully and familiarise yourself with the contents.

Definition of Children and Young People (Pupils) Missing Out on Education (PME)The vast majority of children and young people engage positively with school, attend regularly and are actively encouraged to do so by their parents and carers. It is vulnerable young people who are most likely not to attend school. The numbers overall are relatively small and the Local Authority recognises its responsibility to identify these vulnerable children and young people to ensure that the Local Authority’s resources are targeted to those who need them most.

Ofsted (in their report published in November 2013 entitled ‘Pupils Missing out on Education) defined Pupils Missing out on Education as pupils of compulsory school age who are not accessing full-time education (either in school or in alternative provision) and in its guidance to schools and local authorities, Ofsted advises that all schools, including academies, free, independent, private and non-maintained schools, must monitor pupils’ attendance through their daily register. Schools must inform local authorities of the details of pupils who are regularly absent from school or have missed 15 days or more (whether consecutive or cumulative) without permission.

Schools must inform local authorities of the details of pupils who are regularly absent from school or have missed 15 school days or more without permission


The main PME groups have been identified as those who:• have been permanently excluded• have particular social and behavioural difficulties and have personalised

learning plans: this means that, by arrangement, they do not attend their usual school full time

• have mental health needs and access Child and Adolescent Mental Health Services (CAMHS), either as an in-patient or through services provided in the community

• have medical needs other than mental health needs • rarely attend school and have personalised learning plans as part of attempts

to reintegrate them into full-time education • are pregnant or are young mothers of compulsory school age• have complex needs and no suitable school place is available

A small number small of children and young people are also classified as pupils missing out on education as they do not attend school in the usual way because they:• are returning from custody and a school place has not been found for them • are new to the country and are awaiting a school place • are from a Gypsy, Roma or Traveller background and alternative provision

has been made • have moved from another area and a school place has not been secured;

this may include children who are looked after

In addition to the above, the Local Authority have identified the following groups of children and young people as at risk of being a ‘Pupil Missing out on Education.’ These include children and young people: • who are from Circus and Showmen families and alternative provision has

been made• who are accessing alternative provision via the Youth Offending Service (YOS)• who are ‘Children Missing Education (CME)’, as defined by the Department for

Education’s statutory guidance dated January 2015 entitled ‘Children Missing Education - Statutory guidance for local authorities’

• who are Electively Home Educated (EHE) and the education is deemed not to be ‘suitable’ or ‘efficient’ by the Local Authority

• who are carers• who go ‘missing’ during the school day (defined as missing on 3 separate

occasions in the last month)


Why children and young people miss out on educationNationally children and young people miss out on education, or are at risk of missing out on education for a variety of reasons, including:• failing to start school, hence never entering the local education system• inability to secure a school place at first time admission, point of transfer or

mid-term• their medical needs including significant social, emotional and mental

health needs• their Special Educational Needs and Disabilities that cannot be met in either

mainstream or special schools• delays in commissioning placements in alternative educational provision -

mainstream or special• being withdrawn from school by parents/carers• transfer between local authorities• arriving in the country seeking asylum, refugee status or as European Union

(EU) nationals• transient traveller families• excluded from school on a fixed-term basis or those who are absent from

school without being formally excluded• failing to attend alternative provision or work placements• have been trafficked or subject to sexual exploitation• living in women’s refuges • young runaways• variety of indicators having a significant impact on their ability to access

full-time education (e.g. alcohol, substance misuse, family circumstances)

In Leicestershire evidence shows that the main reasons for pupils missing out on education are identified as:• medical needs, including significant social, emotional and mental health needs

(45% of the PME cohort)• behavioural issues including offending, long term non-attendance, bullying

issues etc (26% of the PME cohort)• Gypsy, Roma or Traveller background and alternative provision has been made

(including Circus and Showmen) (9% of the PME cohort)• special Educational Needs and Disabilities that cannot be met in either

mainstream or special schools (2% of the PME cohort)

The remaining 18% of the PME cohort includes a variety of smaller groups.

The reasons for children and young people dis-engaging from the education system are complex and the procedures aimed at reducing the risk of this

Behavioural issues including offending, long term non-attendance, bullying issues etc, which account for 26% of the PME cohort

It is particularly important to understand the reasons why pupils miss out on education as this ensures that the right strategies and actions are in place


happening need to be robust and comprehensive. It is particularly important to understand the reasons why pupils miss out on education as this ensures that the right strategies and actions are in place, to:• address the root causes• develop appropriate processes and communication methods • identify, monitor and support children and young people who are defined as PME.

To ensure appropriate interventions are developed, the data and intelligence will continue to be shared with lead officers from the Local Authority along with prevention and early intervention services.

The role of the Local Authority and the Statutory GuidanceThe Local Authority has a duty to champion vulnerable learners and to ensure that all children and young people access an education suitable to their age, aptitude and any special educational needs they might have. The Local Authority is committed to working in partnership with schools and providers to ensure that all children have access to a full-time education and that they attend. In addition the Local Authority has a duty to hold schools and other providers to account and challenge when expectations, regarding educational provision, are not met.

The Ofsted PME report (published in November 2013) refers to local authority duties in respect of:• establishing the identities of children who are of compulsory school age who

are not registered at a school or receiving some other form of suitable education• providing suitable full-time education to permanently excluded pupils from

the sixth school day of exclusion • safeguarding children’s welfare, and their duty to co-operate with other

agencies in ensuring children’s safety• serving notice on parents, requiring them to satisfy the Local Authority that

their child is receiving a suitable education, when it is bought to the Local Authority’s attention that a child might not be receiving such education

• issuing School Attendance Orders (SAOs) to parents who fail to satisfy the Local Authority that their child is receiving a suitable and efficient education at home, and it would be more appropriate for the child to attend school

• prosecuting parents that do not comply with an SAO• prosecuting or fining parents who fail to ensure their school-registered child

attends school regularly• applying to court for an Education Supervision Order (ESO) for a child.

The PME pathway has been developed to ensure statutory compliance, pupil safety and educational outcomes for all pupils missing out on education


The Key Aims and General Principles under which we will operateThe Operating Framework aims to ensure:• all pupils have access to a high quality education that meets their needs.• parents and carers have an understanding of the range and diversity of

educational choice that is available.• all schools have a clear understanding of how decisions are reached in

relation to PME and regarding their responsibilities in relation to the monthly PME returns

• all stakeholders have an understanding of PME and their individual responsibilities.

• the Local Authority’s response to PME is fair and transparent.

The collection of PME DataThe collection of PME data, from schools and other services, commenced in February 2015 and is completed on a monthly basis. The February 2016 PME data collection reported a total of 988 PME cases from 100% of schools and internal services. PME cases were evident in each year group from reception to year 11. The return rate from schools has increased steadily since February 2015.

Pupils Missing Out on Education PathwayIn line with the responsibilities outlined above, the Local Authority has a number of processes and procedures in place to fulfil these requirements. To further strengthen the Local Authority’s position, a ‘Pupil Missing out on Education’ pathway has been developed to ensure statutory compliance, pupil safety and educational outcomes for all pupils missing out on education.

The pathway consists of the following six key steps:• identification and referral• assessment• case management and oversight• identification of placement (alternative provision)• monitoring of progress• case closure.


A diagram to illustrate the PME pathway is provide below.

Appendix 1 to this document provides a detailed overview of each PME group against the described pathway.

The PME Pathway

3.0 Case Management & Oversight• Refer to other

services• Liaise & manage

1.0 Identification & Referral• Referrals via

Stakeholder• Database

awareness (daily inputs & reports)

2.0 Assessment• Risk assess• Prioritise• Advise

5.0 Monitoring• Liaise/discuss• Review progress &

set targets• Track & monitor

6.0 Case Closure• Re-integrate &

cross-boundary arrangements

• Successful re-integration

• Case closure4.0 Identification of Placement• Identify &

commission placement

• Manage & communicate

Potential for re-referral


All schools have a responsibility to inform the Local Authority of any pupil who fails to attend school regularly

1.0 Identification and referral

All stakeholders are responsible for regularly sharing information and making appropriate speedy referrals. Swift actions and decisions are key to identifying children and young people and to making the appropriate alternative educational arrangements.

1.1 The referral/identification routes for PME are:

1.1.1 Internal services

Pupils missing out on education are primarily identified by teams in the Local Authority, which have the responsibility to monitor their attendance and the provision/education in place. There are a number of internal services involved in this process:• School Admissions• Supporting Leicestershire Families (SLF)• Autism Outreach Service (AOS)• Special Educational Needs Assessment Service (SENA) • Education of Children in Care (ECiC)• Pupil Services, including Children with Medical Needs (CMN),

Elective Home Education (EHE), Children Missing Education (CME) and Exclusions

• Youth Offending Service (YOS)

In addition, referrals are received from other local authorities, external agencies, the general public, schools, children and young people. Other agencies, such as Leicestershire Safeguarding Children’s Board (LSCB), UK Border Agency and Health, are encouraged to inform their staff about appropriate referral routes.

1.1.2 PME data collection

A data collection method has been developed to capture data from internal services and all maintained schools and academies. The data includes pupil attendance information and the number of hours of education the pupil has access to. The data forms a central record for the Local Authority. In addition, the data is collected through monthly returns and it identifies all pupils who are not accessing a full-time education. The data collection will shortly be widened to incorporate all independent and private schools where the local authority has pupils placed and is responsible for. This development will also include developing procedures to collect capture data for all out of county schools where Leicestershire pupils attend.


Data is collected electronically via AnyComms+. The PME data return provides the data fields required by Ofsted and those identified in Ofsted’s PME report.

1.1.3 General Non-Attendance Notifications

All schools have a responsibility to inform the local authority of any pupil who fails to attend school regularly, or has been absent without the school’s permission for a period of 15 days or more (whether consecutive or cumulative).

The Local Authority has established processes and relationships with schools to identify and track pupils who are absent for a period of 15 days (whether consecutive or cumulative) or more. These processes are embedded in the CME procedures /practice. ‘School Attendance Guidance’ has been developed and circulated to schools providing details on monitoring attendance and reporting pupils who are missing out on education.

1.1.4 Permanent exclusion

Schools are provided with details of pupils with fixed term exclusions in excess of thirty five days. This ensures schools do not exceed the number of days for fixed term exclusions for an individual pupil prior to becoming permanent.

1.2 Receiving referrals / notifications:

The referral channels will be:• Online referrals made via the LSCB website or the Pupil Service’s

website • Email / telephone / letter• Running a range of specialist reports to capture children missing from

education.

All Children Missing Education are risk assessed regularly and action is prioritised accordingly


2.0 Assessment

Following receipt of referrals, pupil information is assessed, ensuring that the correct information is available for the purpose of decision making. Assessment includes conducting a risk assessment (as described in 2.1.1 below), the prioritisation of caseloads and providing advice. Prior to any case management, the Local Authority will conduct a thorough assessment.

On receipt of the electronic data returns (e.g. PME data return), data is cross-referenced with school data and internal service information. This initial assessment process determines whether accurate information has been provided by schools e.g. attendance codes and/or if any further action is required as well as highlighting those PME cases already known to the Local Authority.

The section below outlines assessment processes across the various PME groups:

2.1.1 Children Missing Education (CME)

All CME referrals/notifications received are risk assessed and prioritised using a Red, Amber & Green (RAG) rating system, which is re-assessed regularly. The risk assessment has twenty indicators and each case is risk assessed on the information available. The outcome of the risk assessment determines whether the case is treated as high, medium or low priority.

Pupils defined as CME (in line with the statutory guidance) are identified as ‘not on a school roll or being ‘suitably’ and ‘efficiently’ educated at home. In addition, Leicestershire’s definition states that the child’s whereabouts is known; all pupils in this category are treated as ‘high priority.’ In addition, the Local Authority tracks pupils whose whereabouts is deemed to be ‘unknown.’

The Local Authority encourage stakeholders to complete the CME referral form which includes the twenty risk indicators, referred to above, and a ‘Signs of Safety’ section for completion. This is an approach which investigates risks, strengths, safety and asks professionals to think about positive future action and intervention. These elements ensure the referrer includes as much information as possible including what they are worried about and what action needs to be taken.

The Local Authority tracks pupils who are not on a school roll or being ‘suitably’ and ‘efficiently’ educated at home


2.1.2 Children with Medical Needs (CMN) and Elective HomeEducation (EHE)

The referral form for CMN and EHE also incorporate the risk indicators and ‘Signs of Safety’ as referred to above in 2.1.1.

2.1.3 Permanent exclusions

The Local Authority receives notifications of all permanent exclusions and ensures the necessary referrals are made to re-engage the child or young person in education from the sixth day of exclusion.

Primary aged pupils are referred directly (on the same day) to Oakfield Short Stay School and secondary aged pupils are referred directly to one of the appropriate Behaviour Partnerships to arrange provision from the sixth day.

3.0 Case management and oversight

Ensuring children and young people are able to access full-time education in an appropriate setting with the most appropriate provider is as critical as identifying them in the first place.

The circumstances of individual pupils are consistently managed. Liaison, with other stakeholders, is completed where necessary. It is sometimes appropriate to make additional referrals to re-engage pupils in education.

Detailed analysis is undertaken for each PME data return. This data is regularly scrutinised by lead officers in the Local Authority and the LSCB.

3.1 The section below outlines different case management and oversight processes for PME groups:

3.1.1 Internal services

Information will be exchanged with internal services following each PME data collection, for example pupils with an Education, Health and Care Plan (EHCP), statement or SEN Support Plan will be referred to SENA to consider reviewing the top-up funding whilst they are not in.

Ensuring children and young people are able to access full-time education in an appropriate setting with the most appropriate provider is as critical as identifying them in the first place



For those pupils not on a school roll (whereabouts known and not known), a wide range of enquiries and investigations are undertaken to re-engage the child/young person in education without delay. In addition, searches on Facebook, other social media sites and the social care data base (Frameworki) are completed every two weeks. The team ensures that all those risk assessed as ‘Red’ are dealt with as high priority and are re-visited daily.

The team also liaise with internal services e.g. School Admissions and Legal Services in relation to children and young people who have been refused a school place. The Local Authority will issue a ‘Notice of Intention’ to prosecute, when pupils do not take up their allocated school place after a specific number of days.

3.1.3 Children with Medical Needs (CMN)

After undertaking an initial assessment, parental contact is established and additional relevant information is collated. Close contact is maintained with parents and the ‘home’ school. The Local Authority ensures that parents are actively involved in any decision making with regards their child’s educational programme and that all ‘home’ schools will maintain close links with the child or young person, their family and other key agencies, in line with statutory guidance.

Referrals are made to other services (e.g. CAMHS), to gain additional information and further professional advice. Management oversight is present, at all stages to challenge decisions made.

3.1.4 Elective Home Education (EHE) (for children / young people whose education is deemed not suitable or efficient)

Where children and young people who are not on the roll of a school, e.g. those who are electively home educated, and their education is deemed ‘not suitable’ and ‘in-efficient’, the Local Authority offers advice to parents, to improve the quality and standard of the education they provide.

At specific times in the child’s education (e.g. transfer from primary to secondary), the Local Authority provides advice to parents about school admissions, should parents wish for their

The Local Authority ensures that parents are actively involved in any decision making with regards to their child’s educational programme


child/ren to return to school. In addition, the Local Authority signposts parents to other organisations e.g. Prospects to access careers guidance.

3.1.5 Exclusions

The Local Authority notifies all schools, on a twice-termly basis of when individual pupils have in excess of an agreed number of days of fixed-term exclusions. Those schools with high rates of fixed and permanent exclusion will be referred to Lead Officers from the Local Authority for monitoring. In addition, appropriate support and challenge will be provided to schools to minimise exclusions and to improve pupils access to full-time education.

Oakfield Short Stay School facilitates sixth day provision for primary aged pupils. The Behaviour Partnerships facilitate sixth day provision for Key Stage 3 and 4 pupils and have established processes/procedures in place to monitor the attendance for pupils in alternative provision.

4.0 Identifying placement

The Local Authority will commission education for children and young people who do not have a school place, e.g. when a parent is not allocated a school place in line with their preference.

4.1 The section below outlines placement identification processes across the different PME groups:

4.1.1 CME

The team liaises with School Admissions to ensure parents receive advice and support concerning applying for a school place, to re-engage their child without delay e.g. pupils without a school place, whose whereabouts are known (see paragraph 2.1.1). The Local Authority will commission provision to ensure children access education, as appropriate.

4.1.2 Children with Medical Needs

When an educational placement is required, children and young people are referred to the most appropriate provider for a needs assessment. The provider makes recommendations in line with specific requirements made by the Local Authority. The provision commissioned by the Local Authority includes a range of flexible, adaptable educational provision that is available to respond to all

The Local Authority maintains close links with the child/young person, their family, the ‘home’ school and other key agencies


individual’s needs. When appropriate provision is arranged, this is reviewed half termly for both quality and progress.

The Local Authority maintains close links with the child and young person, their family, the ‘home’ school and other key agencies.

4.1.3 EHE (for children / young people whose education is deemed not suitable or efficient)

The Local Authority provides advice and support when parents express a preference to return their child to school. School Admissions advise parents about suitable schools with space and assist them with completing their application. If the education provided, continues to be assessed as ‘unsuitable’ and ‘inefficient,’ the Local Authority will pursue a School Attendance Order, following a referral to the Court Team.

4.1.4 Permanent Exclusions

The Local Authority’s provision at Oakfield Short Stay School, provides places for primary aged pupils and the Behaviour Partnerships commission alternative provision, in line with the individual learning needs, for secondary aged pupils.

5.0 Monitoring

Tracking and monitoring is undertaken of all pupils through the monthly PME data return from schools, providers and internal services. Educational arrangements are regularly reviewed and new targets are set.

Each electronic data return allows the Local Authority to review the average attendance and number of hours of education, in line with previously agreed targets in order to trigger further interventions.

5.1 The section below outlines the specific monitoring processes undertaken across the PME groups:


All cases are monitored regularly in accordance with internal procedures. Management challenge is present, when decisions are made. Weekly meetings enable the team to evaluate workloads and to set targets.


All cases are monitored regularly in accordance with internal procedures. Management challenge is present, when decisions are made


All commissioned providers will be made aware of the standard required, by the Local Authority, in relation to the pupil’s: • education plans• base-line assessments• targets • review documentation• attendance data• outcomes data.

The quality of alternative provision commissioned by the Local Authority is rigorously evaluated by analysing academic progress and attainment, alongside personal development.

This is achieved by:• obtaining regular information to determine each individual

pupil’s progress• ensuring that re-integration/exit reviews detail all progress

made and the outcomes for that pupil• alternative providers and schools (to where the pupil is

returning), should involve the pupil and their family when devising high quality appropriate transition plans.


The Local Authority re-assesses the education after a specific period of time (usually six weeks) and provides further advice as necessary. If the education continues to be deemed ‘not suitable’ and ‘inefficient’ then a formal notice is given to parents regarding the issue of a School Attendance Order (SAO). Parents are given a maximum of 8 weeks to secure a place on the roll of a local school, although there may be exceptional cases that require more time. The parents will be served with a Notice of Intention if they do not provide their child/ren with education. The Notice of Intention informs parents that they must satisfy the Local Authority that they are providing an education for their child/ren.

The School Admissions team liaise with parents about schools with spaces. The Local Authority also conducts safe and well checks, as appropriate, when the LA has concerns about the welfare of a child.



Schools are provided with details of pupils with fixed term exclusions in excess of thirty five days. This ensures schools do not exceed the number of days for fixed term exclusions for an individual pupil prior to becoming permanent. Any issues with ‘illegal’ exclusions will be referred to the respective Local Authority Senior Officer.

When alternative provision is commissioned for permanently excluded or dual registered pupils of primary age, Oakfield Short Stay School are responsible for the monitoring and quality assurance of the educational provision. When alternative provision is commissioned for permanently excluded or dual registered pupils of secondary age, the Behaviour Partnerships quality assure the educational provision, the law allows for pupils to be dual registered at more than one school.

6.0 Case closure

When children and young people successfully return to full time education, risk assessments are conducted to ensure they are accessing an appropriate education and to ensure they remain safe.

6.1 Individual case closure processes for specific PME groups are:


When pupils return to school and are attending regularly, a Merton Risk Assessment is completed to determine whether there are any other areas of concern or if repeat patterns of behaviour are likely. These risk assessments are subject to management challenge. If a child moves to another local authority, the team will formally pass the case over prior to completing the Merton Risk assessment. If the child moves abroad, the team will confirm the move before completing the risk assessment.

If a pupil’s whereabouts is unknown and all necessary enquiries have been completed, a referral is made to the Local Authority’s Case Closure Panel for consideration and Assistant Director sign-off to close the case. Cases that are closed are re-investigated periodically to ensure the decision making is robust.



Merton Risk Assessments are also completed when children and young people with medical needs return to their ‘home’ school. In addition, pupil and parent feedback is obtained using questionnaires.

To ensure the re-integration is successful, the following is paramount:• Realistic targets are based on the individual pupil’s needs• High quality support is in place for the individual concerned• Regular six weekly reviews are scheduled• The final re-integration review when the child or young person

can successfully re-integrate back into full time education• Regular communication with parents is maintained.


Merton Risk Assessments are also completed when children and young people who are electively home educated, return to school. In addition, brief risk assessments are carried out when the education moves to ‘suitable’ and ‘efficient.’


Cases are closed, after the timescales for a parent to exercise their right to request a ‘review of the decision’ have lapsed.

Following case closure, children and young people can return to the start of the pathway process through on-going risk assessment.

How can schools, colleges and other agencies help?To ensure that the needs of Pupils Missing out on Education are effectively managed by all concerned, we ask your support to:• provide accurate information on time• communicate with us when necessary• seek advice as appropriate• let us know as soon as possible if you have concerns about a child or

young person.

Footnote to read – A Merton Risk Assessment is a tool which enables the gathering of information, the analysis of information and the judgement of risk


CONCLUSIONEstablishing the processes and procedures referred to in this Operational Framework has bought further cultural change across the Local Authority and with key stakeholders. Raising awareness, in relation to Pupils Missing out on Education, is vitally important in ensuring that everyone understands their responsibilities, for these pupils, so as to enable working in partnership to secure the best outcomes for children and young people.

Where to get advice or further informationYou may get further advice and information about the content of this framework and other matters relating to Pupils Missing out on Education by contacting a member of the Pupil Services Team on:

• Phone: 0116 305 2071• Fax: 0116 305 6330• Email: [email protected]

CommunicationIn terms of the delivery of PME services, the Local Authority will:• ensure that schools are well informed and can easily find the information they need• ensure that communications are timely, accurate and appropriate• ensure that parents, young people and schools feel that the processes for PME are

well managed• minimise concerns, and maximise engagement, through proactive communication • manage our reputation by mitigating risk.

ReportThe tracking and monitoring of PME is the responsibility of Pupil Services. Progress reports are presented regularly to lead officers within the Local Authority, to provide data updates and enable consideration of key issues. It is anticipated that additional reports will be presented to the LSCB twice a year.

ReviewThis Operating Framework has been produced at a time of considerable change to the educational landscape, the document will therefore be reviewed regularly to ensure it is appropriate to need.

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l way

- n

o ex

ino

tifica

tion

rout

cons

ider

refe

rral

&ris

kas

sess

men

t.

wee

kly

liais

onw

ith h

ome

scho

(atte

ndan

ce

chan

ges

in p

rovi

si(h

ours

/loca

tion/

teac

hing

pro

gram

me

enga

gem

ent)

Iden

tify

suita

ble

plac

emen

t (if

nal

read

y id

entifi

edan

dco

mm

issi

onas

app

ropr

iate

Com

mun

icat

ew

ithfa

mily

& ‘h

ome

sch

Rev

iew

eve

ry 6

w

eeks

/ co

mm

unic

ate

outc

omes

to

‘hom

e’sc

hool

Fina

l lia

ison

with

pr

ovid

er (o

utco

mes

ba

sed

and

shar

e in

fo

with

‘hom

e’ s

choo

l) &

hom

e sc

hool

. C

ompl

ete

Mer

ton

Ris

k A

sses

smen

t for

m

anag

emen

t sig

n of

f

NB

: In

all c

ases

id

entifi

catio

n ro

utes

cou

ld b

e vi

a ‘c

ause

for

conc

ern’

- e.

g.

MP

lette

r, C

C

lette

r, ot

her

agen

cy re

ferr

al

N.B

: Tho

se

pupi

ls a

cces

sing

C

AM

HS

pr

ovis

ion

&

atte

ndin

g ‘h

ome’

sch

ool

- cur

rent

ly n

o pr

oces

s fo

r ga

ther

ing

this

in

form

atio

n -

hope

fully

the

PM

E d

ata

colle

ctio

n as

sist

ca

ptur

e th

is

CA

SE

MA

NA

GE

ME

NT

IDE

NTI

FIC

ATIO

N O

F P

LAC

EM

EN

T

data

base

/ ph

one

/ se

cure

e-m

ail

Fram

ewor

ki /

nece

ssar

y pe

ople

liais

e w

ith s

choo

l /

othe

r ser

vice

s / p

aren

t /

Gov

s / C

lerk

Iden

tify

type

& c

omm

issi

on

if ap

prop

riate

com

mun

icat

e pa

rent

s, c

arer

s an

d ot

her a

genc

ies

Soci

al &

fs &

plan

s - b

y

they

do

not

atte

nd s

choo

l fu

ll tim

e

BP

s &

indi

vidu

al

risk

asse

ssm

ent (e

.g.

high

est p

riorit

y ar

e th

ose

at ri

sk o

f per

m

liais

on w

ith a

ltern

ativ

e pr

ovid

ers

/ sch

ools

at

tend

ance

etc

)

Men

tal H

ealth

ne

eds

(&

acce

ss to

via

sch

/ H

ealth

(Hos

p, C

AM

HS

, D

iana

Ser

vice

) / C

FS

acce

ssin

g C

AM

HS

&

acce

ssin

g s

choo

l in

usua

l way

- n

o ex

istin

g no

tifica

tion

rout

e

& c

ompl

ete

with

hom

e sc

hool

(a

ttend

ance

/ ch

ange

s in

pro

visi

on

teac

hing

pro

gram

me/

Iden

tify

plac

emen

t (if

not

alre

ady

iden

tified

)co

mm

issi

on

as a

ppro

pria

te.

Com

mun

icat

e fa

mily

& ‘h

ome

scho

ol

Appe

ndix

1 |

PM

E Pa

thw

ay P

roce

ss M

ap

IDE

NTI

FIC

ATIO

NA

SS

ES

SM

EN

TC

AS

E M

AN

AG

EM

EN

TID

EN

TIFI

CAT

ION

OF

PLA

CE

ME

NT

MO

NIT

OR

ING

CA

SE

CLO

SU

RE

Perm

anen

t Ex

clus

ion

daily

not

ifica

tion

via

data

base

/ ph

one

/ se

cure

e-m

ail

Fram

ewor

ki /

risk

asse

ss /

notif

yne

cess

ary

peop

le

liais

e w

ith s

choo

l /

othe

r ser

vice

s / p

aren

t /

Gov

s / C

lerk

Iden

tify

plac

emen

t ty

pe &

com

mis

sion

ed

ucat

ion

if ap

prop

riate

/ m

anag

e an

d co

mm

unic

ate

to

pare

nts,

car

ers

and

othe

r age

ncie

s

liais

e w

ith a

ltern

ativ

e pr

ovis

ion

for 6

th d

ay

- bef

ore

6th

day

&

chec

k pr

ovis

ion

in

plac

e pr

ior t

o G

DC

M

/ if p

aren

t req

uest

s re

view

- fu

rthe

r lia

ison

with

lega

l &

scho

ol &

adv

ice

whe

n ne

cess

ary

Liai

se w

ith p

aren

t / s

choo

l / M

erto

nris

k as

sess

men

t for

m

anag

emen

t sig

n of

f /ad

vise

sch

ool t

o of

f rol

l

NB

: In

all c

ases

id

entifi

catio

n ro

utes

cou

ld b

e vi

a ‘c

ause

for

conc

ern’

- e.

g.

MP

lette

r, C

C

lette

r, ot

her

agen

cy re

ferr

al

Part

icul

ar

Soci

al &

be

havi

oura

l di

ffs &

pe

rson

alis

ed

lear

ning

pl

ans

- by

arra

ngem

ent

they

do

not

atte

nd s

choo

l fu

ll tim

e

notifi

catio

n vi

a A

nyC

omm

s+ (s

chs,

B

Ps

& in

divi

dual

se

rvic

es)

risk

asse

ssm

ent

/ ca

ses

prio

ritis

ed(e

.g.

high

est p

riorit

y ar

e th

ose

at ri

sk o

f per

m

ex)

liais

on w

ith a

ltern

ativ

e pr

ovid

ers

/ sch

ools

(Re

atte

ndan

ce e

tc)

regu

lar r

evie

ws

re

atte

ndan

ce (s

choo

l &

alte

rnat

ive

prov

isio

n).

Cas

es a

lso

disc

usse

d &

revi

ewed

at B

Pm

eetin

gs &

oth

er m

ulti

agen

cy m

eetin

gs

Chi

ld g

oes

back

to

scho

ol f/

t / le

ave

or

trans

fer t

o an

othe

r ap

prop

riate

sch

ool

/ exi

t mee

ting

held

& e

xit r

epor

t co

mpl

eted

Men

tal H

ealth

ne

eds

(&

acce

ss to

C

AM

HS)

Ref

erra

l via

sch

/ H

ealth

(Hos

p, C

AM

HS

, D

iana

Ser

vice

) / C

FS

(Psy

ch).

Chi

ldre

n ac

cess

ing

CA

MH

S &

ac

cess

ing

sch

ool i

n us

ual w

ay -

no

exis

ting

notifi

catio

n ro

ute

cons

ider

refe

rral

&

com

plet

e ris

k as

sess

men

t.

wee

kly

liais

onw

ith h

ome

scho

ol

(atte

ndan

ce /

chan

ges

in p

rovi

sion

(h

ours

/loca

tion/

teac

hing

pro

gram

me/

enga

gem

ent)

Iden

tify

suita

ble

plac

emen

t (if

not

alre

ady

iden

tified

)an

d co

mm

issi

on

as a

ppro

pria

te.

Com

mun

icat

e w

ith

fam

ily &

‘hom

e sc

hool

Rev

iew

eve

ry 6

w

eeks

/ co

mm

unic

ate

outc

omes

to

‘hom

e’sc

hool

Fina

l lia

ison

with

pr

ovid

er (o

utco

mes

ba

sed

and

shar

e in

fo

with

‘hom

e’ s

choo

l) &

hom

e sc

hool

. C

ompl

ete

Mer

ton

Ris

k A

sses

smen

t for

m

anag

emen

t sig

n of

f

N.B

: Tho

se

pupi

ls a

cces

sing

C

AM

HS

pr

ovis

ion

&

atte

ndin

g ‘h

ome’

sch

ool

- cur

rent

ly n

o pr

oces

s fo

r ga

ther

ing

this

in

form

atio

n -

hope

fully

the

PM

E d

ata

colle

ctio

n as

sist

ca

ptur

e th

is

Med

ical

Nee

ds

(oth

er th

an

men

tal h

ealth

)

(or r

e-re

ferr

al)

via

sch

/ Hea

lth

(Hos

p, C

AM

HS

, Dia

na

Ser

vice

) / C

FS (P

sych

)

/ com

plet

e w

ith h

ome

scho

ol

(atte

ndan

ce /

chan

ges

in p

rovi

sion

teac

hing

pro

gram

me/

Iden

tify

plac

emen

t (if

not

alre

ady

iden

tified

)co

mm

issi

on

as a

ppro

pria

te.

Com

mun

icat

e fa

mily

& ‘h

ome

scho

ol

lear

ning

pla

ns

as p

art o

f at

tem

pts

to

into

full-

time

rare

ly a

ttend

Any

Com

ms+

(sch

s &

in

divi

dual

ser

vice

s) /

refe

rral

s vi

a sc

hs to

ea

m /

prov

ide

pre

refe

rral

risk

asse

ss

Star

t tim

e lin

e w

ith re

ferr

alC

omm

issi

on

alte

rnat

ive

educ

atio

n if

appr

opria

te &

co

mm

unic

ate

preg

nant

/ yo

ung

mum

sA

nyC

omm

s+ (s

chs

&

indi

vidu

al s

ervi

ces

e.g.

te

enag

e pr

egna

ncy

spec

ialis

t mid

wiv

es,

etc)

. Tee

nage

m

othe

rs d

ata

via

Ris

k sc

hool

nur

se /

spec

ialis

t mid

wiv

es /

FRC

D te

am e

tc

for a

cces

s to

add

ition

al

Iden

tifica

tion

educ

atio

n if

nece

ssar

y

com

plex

nee

ds

& n

o sc

hool

A

nyC

omm

s+ (

serv

ice

lead

info

rmat

ion

e.g.

Ris

k w

ith in

tern

al

serv

ices

/ al

tern

ativ

e Id

entif

y pl

acem

ent A

SA

P(if

no

t alre

ady

iden

tified

)co

mm

issi

on

as a

ppro

pria

te.

Com

mun

icat

e re

turn

ing

from

cu

stod

y &

sc

hool

pla

ce

not f

ound

Any

Com

ms+

(ser

vice

- Y

OS

)

risk

asse

ss &

ens

ure

sch

ool

plac

e

with

inte

rnal

se

rvic

es /

scho

ols

and

alte

rnat

ive

prov

ider

s

new

to c

ount

ry

& w

aitin

g fo

r sc

hool

pla

ce

cons

ult

& li

aise

scho

ols

& B

Ps

liais

e w

ith p

aren

ts /

scho

ols

/ BP

s

IDE

NTI

FIC

ATIO

NA

SS

ES

SM

EN

TC

AS

E M

AN

AG

EM

EN

TID

EN

TIFI

CAT

ION

OF

PLA

CE

ME

NT

MO

NIT

OR

ING

CA

SE

CLO

SU

RE

Med

ical

Nee

d(o

ther

tha

men

tal h

ealth

Ref

erra

l (or

re-r

efer

ral

via

sch

/ Hea

(Hos

p, C

AM

HS

, Dia

nS

ervi

ce) /

CFS

(Psy

cons

ider

refe

rral

/ris

kas

sess

men

t

wee

kly

liais

onw

ith h

ome

scho

(atte

ndan

ce

chan

ges

in p

rovi

si(h

ours

/loca

tion/

teac

hing

pro

gram

me

enga

gem

ent)

Iden

tify

suita

ble

plac

emen

t (if

nal

read

y id

entifi

edan

dco

mm

issi

onas

app

ropr

iate

Com

mun

icat

ew

ithfa

mily

& ‘h

ome

sch

Rev

iew

eve

ry 6

w

eeks

/ co

mm

unic

ate

outc

omes

to ‘h

ome’

sc

hool

Fina

l lia

ison

with

pr

ovid

er (o

utco

mes

ba

sed

and

shar

e in

fo

with

‘hom

e’ s

choo

l) &

hom

e sc

hool

. C

ompl

ete

mer

ton

risk

asse

ssm

ent f

or

man

agem

ent s

ign

off

have

pers

onal

ised

lear

ning

pla

nas

par

t at

tem

pts

tre

-inte

grat

ein

to fu

ll-tim

educ

atio

nra

rely

atte

nsc

hool

notifi

catio

n vi

aA

nyC

omm

s+ (s

chs

indi

vidu

al s

ervi

ces)

refe

rral

svi

a sc

hs

Cou

rtTe

advi

ce p

re re

fe

risk

&ch

eck

pape

rwor

kSt

art t

ime

li &

proc

eed

with

refe

rra

Com

mis

sion

alte

rnat

ive

educ

atio

if ap

prop

riate

com

mun

icat

ew

ithfa

mily

Mon

itor i

n lin

e w

ith

time

scal

es /

proc

eed

to n

ext s

tage

/gat

her

furth

er in

form

atio

n/

lega

l mee

ting

/ set

fu

rthe

r tar

gets

/ r

evie

w c

hild

’s

circ

umst

ance

s &

at

tend

ance

With

draw

cas

e &

cl

ose

if ne

cess

ary

/ Pr

ocee

d to

cou

rt

preg

nant

yo

ung

mum

notifi

catio

n vi

aA

nyC

omm

s+ (s

chs

indi

vidu

al s

ervi

ces

e.te

enag

e pr

egna

ncsp

ecia

list m

idw

ives

FRC

De

em

othe

rs d

ata

vP

rosp

ects

Ris

kA

sses

s &

prio

ritis

e ne

edsc

hool

nur

sesp

ecia

list m

idw

ives

FRC

Dre

fer

for a

cces

s to

add

itio

serv

ices

Iden

tifica

tion

ofed

ucat

ion

i.

Com

mis

sion

as

appr

opria

te

Hea

lth /

Sch

ool &

ot

her s

ervi

ces

to li

aise

re

gula

rly -

reas

sess

ap

prop

riate

ness

and

ne

ed fo

r int

erve

ntio

n

Fina

l mee

ting

(sch

ool

/ fam

ily /

othe

r se

rvic

es) /

cas

e cl

osur

e an

d si

gn o

ff

com

plex

nee

d&

no

scho

plac

e

notifi

catio

n vi

aA

nyC

omm

s+ (

serv

ile

ad in

form

atio

n e.

SE

NA

)

Ris

kA

sses

s &

prio

ritis

e ne

edlia

ison

with

inte

rna

serv

ices

/ al

tern

ati

prov

ider

s

Iden

tify

suita

ble

plac

emen

t AS

AP

(ino

t alre

ady

iden

tifie

and

com

mis

sion

as a

ppro

pria

teC

omm

unic

ate

with

fam

ily

Trac

k &

mon

itor

scho

ol p

lace

foun

d &

chi

ld a

ttend

ing

/ mer

ton

risk

asse

ssm

ent /

cas

e cl

osur

ere

turn

ing

fro

cust

ody

scho

ol p

lac

not f

oun

notifi

catio

n vi

aA

nyC

omm

s+ (s

ervi

cin

form

atio

n-

risk

& e

nsur

appl

icat

ion

for s

choo

plac

ebe

ing

prio

ritis

ed

liais

on w

ith in

tern

ase

rvic

es /

scho

ols

alte

rnat

ive

prov

ider

new

to c

ount

& w

aitin

g f

scho

ol p

lac

prov

ide

advi

ce &

rece

ive

appl

icat

ion

c w

ithsc

hool

s &

B w

ith

schs

/ B

Ps

chas

ed

until

dec

isio

n co

nfirm

ed. D

ecis

ion

rela

yed

to p

aren

ts

Pla

ce a

lloca

ted

/ le

tter s

ent t

o pa

rent

&

scho

ol

& a

ltern

ativ

e pr

ovis

ion

has

been

mad

e

refe

rral

s vi

a se

rvic

es &

ot

her l

ocal

aut

horit

ies

iden

tifica

tion

wee

kly

site

vis

its

case

s ris

k

scho

ol

n fo

r par

ent

retu

rn c

hild

to

plac

emen

t via

Sch

ool

Adm

issi

ons

(and

/or

BP

s) &

liai

son

with

ot

her a

genc

ies

(e.g

. M

ATU

C

omm

unic

ate

outc

ome

to fa

mily

mov

ed fr

om

anot

her a

rea

&

scho

ol p

lace

no

t sec

ured

cons

ult

& li

aise

scho

ols

& B

Ps

liais

e w

ith p

aren

ts /

scho

ols

/ BP

s

via

inte

rnal

se

rvic

es &

oth

er

loca

l aut

horit

ies

iden

tifica

tion

wee

kly

site

vis

its

case

s ris

k o

n si

tesc

hool

n

for p

aren

t re

turn

chi

ld t

o

Any

Com

ms+

(sch

s &

in

div

serv

ices

)

case

s ris

k lia

ise

with

par

ents

/ sc

hool

s / a

ltern

ativ

e pr

ovid

ers

/ BP

s

sch

/ OLA

/ B

Ps

/ oth

er s

ervi

ces

/ ge

nera

l pub

lic e

tc)

repo

rts) i

n

risk

asse

sspr

iorit

ise.

Cro

ss

data

base

che

cks

(Cap

ita /

Fram

ewor

ki)

flow

cha

rt / m

ake

refe

rral

s fo

r add

ition

al

For t

hose

who

ar

e de

fined

as

whe

reab

outs

kno

wn

– pl

acem

ents

are

dela

y an

d ou

tcom

es

EHE

&

educ

atio

n no

t su

itabl

e or

via

par

ent /

sc

hool

or s

ervi

ceris

k as

sess

prio

ritis

e. P

aren

tal

‘par

ent p

ack’

with

sch

/ pa

rent

s / c

ompl

ete

hom

e vi

sit

ass

ess

of e

duca

tion

plac

emen

t via

Sch

ool

Adm

issi

ons

(and

/or

BP

s) if

edu

catio

n no

t sui

tabl

e or

if

fam

ily c

hoos

e to

re

turn

thei

r chi

ld to

C

omm

unic

ate

outc

ome

to fa

mily

IDE

NTI

FIC

ATIO

NA

SS

ES

SM

EN

TC

AS

E M

AN

AG

EM

EN

TID

EN

TIFI

CAT

ION

OF

PLA

CE

ME

NT

MO

NIT

OR

ING

CA

SE

CLO

SU

RE

GR

Tba

ckgr

ound

& a

ltern

ativ

prov

isio

n ha

been

mad

notifi

catio

ns v

iaA

nyC

omm

s+,

v

iden

tifica

tion

via

wee

kly

site

vis

i

case

asse

ssed

&pr

iorit

ised

pare

ntal

advi

ce/

guid

ance

&co

mpl

ete

on-li

nesc

hool

appl

icat

ion

for p

are

/ ret

urn

child

scho

ol A

SA

P

Iden

tifica

tion

ofpl

acem

ent v

ia S

cho

Adm

issi

ons

(and

/oB

Ps)

& li

aiso

n w

othe

r age

ncie

s (e

.gM

Tfo

r Tra

velle

rs).

Com

mun

icat

eou

tcom

e to

fam

i

wee

kly

site

vis

its /

wee

kly

scho

ol v

isits

&

wee

kly

liais

on w

ith

othe

r ser

vice

s e.

g.

Hea

lth &

Pol

ice

etc

Mer

ton

Ris

k A

sses

smen

t co

mpl

eted

/ O

LAs

notifi

ed /

case

cl

osed

mov

ed fr

oan

othe

r are

asc

hool

pla

cno

t sec

ure

prov

ide

advi

ce &

rece

ive

appl

icat

ion

c w

ithsc

hool

s &

B w

ith

schs

/ B

Ps

chas

ed

until

dec

isio

n co

nfirm

ed. D

ecis

ion

rela

yed

to p

aren

ts

Pla

ce a

lloca

ted

/ le

tter s

ent t

o pa

rent

&

scho

ol

Circ

us/

Show

men

notifi

catio

ns v

iaA

nyC

omm

s+,

refe

rral

s vi

a in

tern

ase

rvic

es &

oth

loca

l aut

horit

ieid

entifi

catio

nvi

aw

eekl

y si

te v

isi

case

asse

ssed

&pr

iorit

ised

on

spa

rent

alad

vice

/gu

idan

ce &

com

plet

eon

-line

scho

olap

plic

atio

n fo

r par

e/ r

etur

n ch

ildsc

hool

AS

AP

wee

kly

site

vis

its /

wee

kly

scho

ol v

isits

&

wee

kly

liais

on w

ith

othe

r ser

vice

s e.

g.

Hea

lth &

Pol

ice

etc

Mer

ton

Ris

k A

sses

smen

t co

mpl

eted

/ O

LAs

notifi

ed /

case

cl

osed

alte

rnat

ive

YOS

prov

isio

n vi

ano

tifica

tion

via

Any

Com

ms+

(sch

sin

div

serv

ices

case

asse

ssed

&pr

iorit

ised

with

sc

hs /

BP

s ch

ased

un

til d

ecis

ion

confi

rmed

. Dec

isio

n re

laye

d to

par

ents

CM

ER

efer

rals

(via

s /

/ oth

er s

ervi

cege

nera

l pub

lic e

t&

not

ifica

tions

(via

repo

rts) i

risk

&pr

iorit

ise.

Cro

ssda

taba

se c

heck

(Cap

ita /

Fram

ewor

k

follo

win

vest

igat

ions

flow

cha

rt / m

appr

opria

tere

ferr

als

for a

dditi

ona

serv

ices

For t

hose

war

e de

fined

w

here

abou

ts k

now

– pl

acem

ents

aid

entifi

ed w

ithou

tde

lay

and

outc

omco

mm

unic

ated

tofa

mili

es

Follo

w u

p re

spon

ses

to in

vest

igat

ions

/ re

peat

inve

stig

atio

ns

/ ref

er to

add

ition

al

serv

ices

or o

ther

LA

s

Fina

l con

firm

atio

n of

sta

tus

/ Com

plet

e M

erto

n R

isk

Ass

essm

ent.

NB

S

ome

case

s re

quire

re

ferr

al to

Cas

e C

losu

re m

eetin

gs &

A

D s

ign

off

EHE

educ

atio

n no

suita

ble

oefficient

refe

rral

via

par

ent

scho

ol o

r ser

viris

k &

prio

ritis

e. P

aren

tal

com

mun

icat

atio

n -

‘par

ent p

ack

liais

ing

with

sch

pare

nts

/ com

ple

hom

e vi

si /

asse

ssu

itabi

lity

of e

duca

tio

Iden

tifica

tion

ofpl

acem

ent v

ia S

cho

Adm

issi

ons

(and

or B

Ps)

if e

duca

tno

t sui

tabl

e or

fam

ily c

hoos

e re

turn

thei

r chi

ldsc

hool

.Com

mun

icat

eou

tcom

e to

fam

i

annu

al v

isit

/ ass

ess

suita

bilit

y of

ed

/ co

ntin

ue to

pro

vide

ad

vice

(exa

m c

entre

s / p

rogr

amm

es o

f st

udy

/ app

licat

ion

for s

ch p

lace

etc

) /

send

que

stio

nnai

res

ever

y 6

mon

ths

/ ref

er

to o

ther

ser

vice

s as

ap

prop

riate

(cou

rt te

am)

Not

ifica

tion

child

no

long

er b

eing

el

ectiv

ely

hom

e ed

ucat

ed b

ack

in

scho

ol &

atte

ndin

g w

ell /

fam

ily m

ove

away

etc

. Adv

ise

sch

/ LA

/ par

ent e

tc.

Com

plet

e M

erto

n R

isk

Ass

essm

ent /

cl

ose

case

Any

Com

ms+

(sch

s &

in

divi

dual

ser

vice

s)

cons

ult

& li

aise

Plac

emen

ts a

re

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ls w

ho g

o m

issi

ng d

urin

g th

e sc

hool

day

CH

ILD

RE

N

& Y

OU

NG

RE

FER

RE

D V

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MO

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ETU

RN

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CAT

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VIA

IDE

NTI

FIC

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SS

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SM

EN

TC

AS

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AN

AG

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TID

EN

TIFI

CAT

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OF

PLA

CE

ME

NT

MO

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OR

ING

CA

SE

CLO

SU

RE

Chi

ldre

n w

hono

tifica

tion

via

Any

Com

ms+

(sch

sin

divi

dual

ser

vice

s

cons

ult

& li

ais

Plac

emen

ts a

retr

ack

and

mon

itor

Mer

ton

Ris

kar

e ca

rers

with

key

serv

ices

, sc

hool

s, a

ltern

ativ

e pr

ovid

ers

& B

Ps

liais

e w

ith p

aren

ts /

scho

ols

/ alte

rnat

ive

prov

ider

s / B

Ps

/ key

ad

ditio

nal s

ervi

ces

iden

tified

via

sch

ool

Adm

issi

ons

and/

or B

Ps

Ass

essm

ent

com

plet

ed /

cas

e cl

osed

Pupi

ls w

ho

mis

sing

dur

inth

e sc

hool

d

CH

ILD

RE

N&

YO

UN

GP

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D V

IP

ME

YD

ATE

RE

TUR

TIO

NA

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CO

MM

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SS

ES

S /

LIA

ISO

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ITH

IDE

NTI

FY /

LIA

ISE

, TR

AC

K &

LIA

ISE

, RIS

KP

RIO

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ISE

/ R

EFE

R

TO O

THE

R S

ER

VIC

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, A

LTE

RN

ATIV

EC

OM

MIS

SIO

N /

MA

NA

GE

ME

NT

/ M

ON

ITO

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SS

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AS

EP

RO

VID

ER

SC

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MU

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& B

EH

AVIO

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PAR

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HIP

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SIN

GS

UIT

AB

ILIT

Y O

F P

RO

VIS

ION

leicestershire.gov.uk

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28

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