Promoting inclusion - the three-stage approach and managed transfers

Stage one - Early Identification of risk of exclusion

Early identification and the appropriate sharing of information in relation to children and young at risk of exclusion is crucial to ensuring that the right help at the right time is offered to a family. As soon as a young person is identified as being at risk of exclusion the lead professional (or school if acting in this capacity) should convene a team around the family meeting.

A degree of judgment will need to be exercised in relation to precisely when this trigger point will be met. However, at a minimum, such a meeting should be convened at the point that 'any child or young person meets the threshold for mandatory notification to the local authority'. (Please note that if the criteria for referral to Family Early Help are met at this stage as a result of attendance or welfare concerns, referrals can and should still be made. Find more information in relation to the eligibility criteria.)

The meeting should include, at a minimum, the lead professional, school, parent/carer and young person. Such a meeting may be conducted under the provisions of an emergency youth justice, children’s social care or FEH intervention plan review if appropriate. For a child looked after, the local authority social worker and virtual school representative will ideally jointly chair this meeting under the p[provisions of an emergency personal education plan review. For any child or young person receiving additional support via an education, health and care plan (EHCP), consultation should take place with the local authority SEN lead regarding the most effective approach to conducting the meeting.

The specific approach and the actions arising from this meeting will depend on a number of factors, including the behaviours that are a concern, the school context and the legal/SEN status of the child and young person. If there are concerns that the child or young person may have undiagnosed or unmet special educational needs, it will be crucial that there is input and expert consultation from an educational psychologist to inform decisions made in the meeting.

Schools and lead professionals will have the discretion to adopt the approach judged most likely to be effective in an individual case. However, research evidence informs us that restorative approaches can be highly effective in reducing the risk of exclusion, promoting positive relationships and increased collaboration with parents and young people. Adopting such an approach at an early stage can also lead to stronger relationships between pupils and teachers (Valdebenito et. al, 2019)*.

It's also crucial that the parent of carer of the young person is also given the opportunity to express their wishes and feelings, and talk about any barriers or unmet needs they have experienced with their child or young person. These meetings will promote a focus on relationships through asking young people and parents to consider the following questions:

• What happened? Allow telling of the whole story from the young person’s and parent or carer’s point of view
• What were you thinking? At each point, including in the lead up to the incident(s)
• How were you feeling? At each point, including in the lead up to the incident (thoughts influence feelings, feelings influence actions)
• Who has been affected? How?
• What do you need to move forward?

A wide range of resources is available free to schools via the Restorative Justice 4 Schools online portal provided by the restorative Justice Council by visiting and registering. A suggested template for use at such a meeting is included below (appendix 8 ^{(PDF, 134kb)}).

In keeping with information action to manage persistent non–attendance, the meeting should include: 

1. A record evidencing that concerns regarding behaviour have been raised with the parent carer and young person whose wishes and feelings have been listened to, and solutions to these worries or concerns discussed
2. Identification of the likely reasons for the young person’s behaviour (consider using the mapping process detailed above)
3. Suggestions for how the young person can repair the harm caused, and how the young person and teaching staff can work together to move forward with the aim that the behaviour is not repeated
4. Actions to be taken by family, and professionals to improve behaviour, including referrals to other agencies for support
5. The target for improvement and the period will be monitored and reviewed
6. The likely consequences if behaviour does not improve, including the possibility of further fixed-term or permanent exclusions

* Valdebenito, S., Eisner, M., Farrington, D.P. et al. (2019) What can we do to reduce disciplinary school exclusion? A systematic review and meta-analysis. J Exp Criminol 15, 253–287

Page last updated: 20 January 2023