Leading excellence in inclusive practice for children and young people with physical and mental health needs, enabling every child to learn, achieve and thrive through access to the right support at the right time

The Wandsworth EBSNA Guidance and Toolkit to support schools in re-engaging students recognises that the outdated “within child” model is increasingly criticised as a ‘deficit’ stance, focusing on the child as the problem. Wandsworth’s approach is in line with a more transformative approach and aims to address individual, familial, community and school-based elements.

In planning to support pupils with EBSNA, schools must align with the SEN Code of Practice, the Equality Act and statutory guidance for schools on supporting children and young people with medical and mental health needs.

When a child struggles to attend school due to emotional reasons or unmet underlying needs, adjustments and support, inclusive of the voice of the child and family, needs to be put in place swiftly. Early identification of needs is crucial, and children experiencing EBSNA should often be placed on the SEN register. Schools can use a graduated response to tailor their support, adapting to the level of need. Schools should ensure they are applying the Ordinarily Available provision guidance, thus effectively meeting a broader range students educational needs and reducing the potential for student emotional distress and disengagement. A whole school EBSNA approach requires alignment across staff, including the SEND team, attendance officer, DSL’s and SLT.

To support Wandsworth Schools to re-engage students who are presenting with EBSNA, please find a link to our EBSNA Guidance and toolkit.

Foundation of the Wandsworth approach, is built upon the ‘Barriers to education, Report 2024. This report by Northwest EBSNA Interest Group identified four key principles useful to consider when planning an approach to EBSNA :

1. Inherent Motivation: Recognising “young people are motivated to do well, and we must transform their environment to help them reach their full potential.’
2. Questioning the Standard Pathway: The effectiveness of a ‘standard pathway’ for most remains unproven. The number of young people for whom this pathway is ineffective is rising, with over 21% facing persistent absenteeism from school (Department for Education, 2023).
3. Timely and Appropriate Support: It’s crucial to acknowledge that if a young person struggles with school attendance, the responsibility for change shouldn’t rest solely on them.
4. Rethinking Educational Purpose: Education should be seen as comprehensive learning that enables a fulfilling and meaningful life.

– ‘Barriers to Education,’ April 2024 Progress Report

For further information on School Support please visit the following link: EBSNA PADLET

The EBSNA Outreach Programme is a tailored 8-12 week educational initiative designed to support schools and their students who are struggling with emotionally based school non-attendance. This time-limited provision focuses on re-engaging students with their education through a collaborative, multidisciplinary approach, addressing their unique academic, social, and emotional needs.

This programme aims to safeguard their education by providing support to facilitate re-engagement with, and reintegration into school. The referral component of this programme unites multidisciplinary services to triage support for families, children, and schools. To seek support, schools must complete the EBSNA training offered and utilise the referral link supplied post training.

For further information on EBSNA Outreach School Support please visit the following link: Outreach Programme Pilot