Barnsley education support service (BESS)

Barnsley education support service (BESS) provides targeted, time-limited education support when a child or young person is unable to attend school because of health or other reasons.

The aim of the service is to maintain learning, strengthen belonging and support a planned return to the child or young person’s school or other suitable provision. The child or young person remains the responsibility of the school where they are on roll.

Our vision and values

Our vision is for every child and young person in Barnsley to be fully included, happy and able to thrive in their education and community. We work to help children and young people develop independence, lead fulfilling lives and achieve outcomes that matter to them.

Our practice is underpinned by Barnsley’s SEND Strategy values and beliefs.

• Children and young people always come first.

• We work with families, schools, partners and agencies to improve outcomes.

• Equality, diversity and inclusion are at the core of our work.

• We are open, transparent and accountable.

Who can access BESS

Any child or young person of school age who is not able to attend school because of health or other reasons can be considered for BESS support. Education support may be agreed to enable a planned return to school or other suitable provision.

BESS support is intended to be temporary and reintegration-focused. Children and young people should usually be supported within their host school and, where appropriate, through pairs or small-group tuition so that social opportunities with peers can be maintained.

Before a request for support is made

Before requesting BESS support, schools should follow a graduated approach and make sure that early support, reasonable adjustments and attendance actions have been explored and recorded. They should:

• monitor attendance data, identify patterns of non-attendance and agree an action plan

• engage with parents or carers at the earliest signs of concern

• involve the SENCO early to consider whether SEND or unmet need may be contributing to barriers to education

• arrange meetings with the child or young person and their family to understand barriers and plan support

• consider reasonable adjustments, personalised attendance planning, in-school alternative provision, bespoke timetables or different learning environments before external tuition is considered

• keep clear records of actions, communication, reviews and adaptations

• discuss non-attendance with the school’s linked Education Welfare Officer and link SEND Improvement Officer, and where the child or young person has an education, health and care plan (EHCP), the education, health and care officer (EHCO) should also be involved

What BESS will do

BESS will:

• work with the child or young person, parents or carers, school and involved professionals to understand barriers to attendance and learning

• agree a personal programme of work and a reintegration plan before tuition begins

• provide education support, usually for a minimum of five hours each week, during term time and normal school hours

• deliver the school-provided curriculum, in line with what the child or young person’s peers are receiving where possible

• build a meaningful relationship with the child or young person and support a planned transition back to school

• capture the voice of the child or young person and parents/carers at the start and throughout the support period

Roles and shared expectations

Effective reintegration depends on a shared commitment between parents/carers, the child or young person, school and the local authority.

Planning, monitoring and review

The BESS Support and Reintegration Plan is used to record key information, assessment information, the child or young person’s profile, needs analysis, reintegration actions, handover information and any 'tricky moments' plan or timetable required.

• Provision is co-produced with the child or young person, family and relevant professionals.

• Outcomes, actions, responsibilities and review dates are clearly recorded.

• Progress, attendance, attainment and the suitability of the offer are reviewed regularly.

• Support arrangements are monitored by the service manager.

• Exam entry and external exam arrangements remain coordinated with the school where the child or young person is on roll.

Intended outcomes

The intended outcomes of BESS support are:

• increased attendance and engagement, particularly for vulnerable learners

• improved educational outcomes, wellbeing, resilience and social and emotional development

• reduced barriers to accessing suitable full-time education

• a smoother transition back into school or other suitable provision

• a stronger sense of belonging and connection with school

Mental health and wider support

Where a mental health issue is affecting attendance, BESS will work with school, parents/carers and other services to agree the support needed and how services can work together to support a return to education and regular attendance. The following provide details of national guidance:

• Summary of responsibilities where a mental health issue is affecting attendance

• Working together to improve school attendance

Compass Be mental health support team work with children, young people and families in education and community-based settings in Barnsley. They provide low intensity cognitive behavioural therapy, wider help and advice for young people, families and schools around emotional wellbeing and mental health.

Meet the team

The BESS team is made up of the following:

• SEND Improvement Service Manager - Bev Bradley

• Barnsley Education Support Manager - Catherine Worthington

• Tutors:

  • Katy McLen

  • Joanne Pashley

  • Lauren Clegg

  • Faye Gillott

  • Frances Fisher

  • Natalie Snape

  • Georgia Cadd