This section has been produced to complement the other areas of Bury’s Graduated Approach Toolkit which covers the Getting Advice, Getting Help and Getting More Help parts of the Thrive model. This section relates to the fourth part – Getting Risk Support – covering aspects of SEND (Special Educational Needs and Disabilities) that typically present schools with challenges, such as responding to self-harm or harmful sexual behaviour.

It is intended that this resource will provide schools with some initial guidance for recognising, exploring and managing risk in relation to SEND. There are many other sources of information that will give a more in-depth understanding of managing risk, many of which we have provided links to. Due to the complex nature of the needs described within this section, it will be necessary for you to conduct further research and link with other teams as part of your school response and we hope this guidance will be helpful in getting you started.

This is also a useful resource for supporting children and young people who have experienced trauma: Understanding_and_Managing_trauma_-_for_children_V6.pdf (penninecare.nhs.uk)

It is commonly understood that children and young people with SEND may display risky behaviours and/or be more vulnerable to risk than the wider population. This may include behaviours that are harmful to themselves (e.g. ‘masking’ for prolonged periods of time, self-harm, suicidal thoughts, eating disorders) or to others (e.g. distressed behaviours, extremism, inappropriate sexual behaviours) and it is essential we work collaboratively to keep children and young people safe in school and the wider community.

We know that a significant number of children and young people in Bury have experienced Adverse Childhood Experiences (ACEs; traumatic events such as physical abuse, emotional abuse, exposure to Domestic Abuse and incarceration of a parent). Children and young people who have experienced trauma are much more likely to display distressed behaviours and we know that ACEs can also impact physical and mental health, alongside limiting access to learning (Felitti & Anda, 1998). It is essential that children and young people feel safe in school in order to make progress within their learning and all other areas of their development. Bomber (2021) suggests that school policies and culture can have an impact upon feelings of safety, and schools which focus on a relationship-based approach best support the inclusion of children and young people with social and emotional needs (please see the Social Emotional and Mental Health sections of the Graduated Approach Toolkit).

A common thread that runs through this section is the importance of working closely with others in relation to risk. It is important that professionals do not work in silo around matters relating to safeguarding and always involve the Designated Safeguarding Lead (DSL) within their school, alongside the SENCO (Special Educational Needs Co-ordinator) and Pastoral and Mental Health Leads. Not only does a team approach benefit the child or young person, as there is increased opportunity for effective support, it also contributes positively to staff wellbeing, as staff working within teams around risk are more likely to feel well supported. It is imperative there are clear structures in place for safeguarding children and young people and transparent plans for managing any safeguarding concerns in school, these need to be regularly reviewed alongside national and local guidance.

During office hours if you have urgent concerns regarding a child’s mental health/risk please contact the Child & Adolescent Mental Health Service (CAMHS) department on 0161 716 1100 and ask to speak with a member of the duty team.

Outside of office hours please call 111. In cases of emergency where a child feels unable to keep themselves safe please visit your local A&E department for an urgent mental health assessment.

During office hours if the child does not require a medical examination, we would recommend contacting CAMHS in the first instance to consider a referral to the rapid response team (RRT) as an alternative to A&E attendance.

Pennine Care Trust also run a helpline for mental health, learning disability and autism service users and carers, of all ages, who are experiencing increased mental health needs during the coronavirus. This is run by experienced mental health professionals who can:

• listen to you and help you work through immediate problems;

• work with you to find ways to move forward or suggest ways of working; and

• give you information about other services that may be helpful to you or the person you care for.

The helpline is open 24 hours a day, 7 days per week on 0800 014 9995.

Pennine care helpline and 111 can make referral to Rapid Response Team (RRT) if appropriate/required.