Using the EBSNA toolkit

It is important to highlight that there is not a one-size-fits-all approach to working with pupils experiencing EBSNA. It is through robust assessment, collaboration with families and careful provision planning that we can help children and young people. This toolkit has been designed to support schools on this journey and covers the following:

1. Preventative measures
2. Early identification tools
3. Working in collaboration with parents
4. Working with children to understand their EBSNA
5. Developing reintegration plans

The process of developing an understanding and planning can take months, even years in some cases. As such, it is important to consider how to meet needs in the short term whilst making longer-term plans.

Adjustments, support and provision

Examples of reasonable adjustments

• Differentiated learning approaches.
• Adjusted expectations in line with emotional needs.
• Allowing a child to start a few minutes earlier or later than their class.
• Appropriate positioning within the class to reduce the impact of sensory needs.
• Allowing a child to sit with a child they have an established relationship with.
• Not taking part in an activity or lesson that is identified as being particularly stressful. This would continue until the child is more able to cope (through intervention or support).

Examples of provisions that might be ordinarily available

• Quality first teaching (differentiated learning, extra check-ins with pupils).
• Safe spaces for time out when a child is overwhelmed.
• Lunchtime clubs away from the busy playground.
• Named adults in school for children to talk to about their worries.
• Social inclusion provisions such as buddying, peer mentoring and structured play.

Examples of SEN provision

• Targeted learning interventions (for example, literacy small group work).
• Social skills intervention groups.
• Nurture groups or ELSA intervention.
• Psychoeducational sessions on anxiety management/relaxation techniques.
• A key adult to develop a relationship with the child and scaffold their access to challenging situations.

Schools might consider accessing funding through the High Needs Block or through an EHCP. This is if the provision identified is significantly beyond what is within the school’s ordinarily available provision.

 

Local Authority EBSNA Pathway

There may be times you feel you need further professional support and advice to make appropriate interventions. The School EBSNA Pathway below outlines how Local Authority agencies can offer support to schools and the processes for accessing them.

School EBSNA Pathway

From September 2023, there will be a new pathway to get advice from the iSEND Service. They can advise on how to help young people who are not attending school due to factors relating to EBSNA (also referred to as emotionally based school non-attendance – EBSNA). 

1. The school/professional completes the EBSNA Toolkit Appendix 1 and 2 (whole school tools). 
2. The child or young person (CYP) is identified as EBSNA*. For severe non-attendance where a child or young person meets one of the following criteria, go straight to step 4.
   • Has never attended school
   • Has not attended for more than a term 
   • Has below 50% attendance and is known to social care.
3. The School works through the EBSNA Toolkit appendices 3 to 6 to develop a support plan and attempt reintegration. 
4. The School/professional submits a request for the child or young person to be discussed at a SEND Forum by emailing EBSA@buckinghamshire.gov.uk. The request must include: 
   • EBSNA Formulation Tool (Appendix 6) 
   • EBSNA Consent Form 
5. The child or young person will be discussed at the SEND Forum. Possible outcomes include: 
   • Agreement to initiate a statutory assessment.
   • The case is referred to the iSEND advisory team (Specialist Teachers, Educational Psychologists and SEND Inclusion Advisors).
   • High-needs funding is agreed. 
   • A referral to an alternative provision is made. 
   • The case is referred to the Pupil in Missing Education panel. 
6. The outcome is shared with the original referrer in the SEND Forum and by email.

 

View a flowchart of the School EBSNA Pathway (PDF, 272KB) 

EBSNA and absence coding

It is the legal duty of parents to ensure that their children receive an education. Where this education is provided in a school they must ensure regular attendance, under the Education Act, 1996. If a child does not attend school then it is the school’s responsibility to code the absence according to specific codes.

Schools must adhere to the Department for Education's advice. The guidance states that schools can authorise absences for limited reasons. It does not provide specific guidance for EBSNA. Head Teachers are responsible for determining whether an absence can be listed as authorised.

Absence due to illness 

Schools must record absences as authorised where pupils cannot attend due to illness. This includes both physical and mental health-related). For many children experiencing EBSNA, the significant emotional component might be considered mental ill-health. It could therefore be authorised on that basis.

In the majority of cases, a parent’s notification that their child is ill can be accepted without question or concern. Schools should not routinely request that parents provide medical evidence to support illness.

Schools are advised not to request medical evidence unnecessarily. This is because it places additional pressure on:

• health professionals
• staff
• appointment systems

These are particularly true if the illness does not require treatment by a health professional. Only where the school has a genuine/reasonable doubt about the authenticity of an illness should medical evidence be requested.

Deciding to code an absence as either authorised or not should lead to clear plans about how to address the needs of the child and the situation they are in. Make sure that you follow your attendance policy. You can request support from the local authority County Attendance team if you are unsure of your role or responsibilities as a setting.

Absence due to EBSNA 

There is no specific guidance for schools on how to manage the absences of children who present with EBSNA. Head Teachers must decide whether they agree to authorise an absence as illness in line with the view that a child’s absence has a significant emotional element. Decision-making should be:

• transparent
• based on the best available information
• have clear actions linked to any chosen code

The questions below are to guide schools in their decision-making. They should be shared with parents to help them understand the situation, the implications for their own responsibilities and what actions will be taken:

1. Does there appear to be an emotional element to the child’s avoidance? What signs of emotional distress have been documented/observed in the home and/or school setting?
2. Do any of the risk factors for developing EBSNA apply to this child?
3. Using the EBSNA screening tool (Appendix 1), are there significant concerns about the child?
4. Is the child avoiding other environments or social situations?
5. Are parents encouraging school attendance/have they in the past?

Provision for longer-term absence 

The Local Authority have responsibility for ensuring that provision is made for children who cannot attend due to illness. This may involve you as a setting. You may be best placed to make appropriate provision whilst maintaining valuable relationships that might promote attendance in the future. For example, you may consider making the following provision available:

• Using a discrete part of the school for the child to access direct teaching if they are able to engage. For example, learning support base.
• Sending work home with a detailed explanation of activities and expectations for completion. 
• Using Google Classroom or similar to deliver the above. There must be appropriate technology available at home and the child is able to access it. 
• ‘Face-to-face’ online teaching sessions individually or in small groups. 
• Meeting the child at home to teach or provide emotional support.
• Providing home tuition through an external provider.

Any medical provision that is put in place should not be considered a long-term solution. It should be a bridge towards eventual reintegration. Continued assessments of needs to ensure appropriate provision will be available before building up to a reintegration plan. This should be based on graded exposure principles and is essential for children experiencing EBSNA to have their needs met in the longer term.

Reduced timetables and EBSNA 

A reduced timetable cannot be implemented without written agreement from parents or carers. It should only ever be considered if it is in the best interests of the child and to act as a phased return to the school.

EBSNA and unauthorised absence 

• facilitate support
• remove barriers in school
• help pupils and parents access the support they need to overcome the barriers outside of school.

School responsibilities to children experiencing EBSNA 

• Carry out welfare checks
• Develop an Individual Health Care Plan in partnership with the school, parents, pupils and any relevant healthcare professional (where appropriate)
• Liaise with outside agencies to ensure that actions are undertaken on your behalf
• Provide educational and other ordinarily available activities
• Monitor progress
• Coordinate SEN provision and review needs at the SEN and EHCP levels

Off-rolling

Further advice on absence 

For advice on absence please visit the Buckinghamshire County Attendance Team page or contact or contact them at countyattendanceteam@buckinghamshire.gov.uk. 

Continue to Part 1: Early identification and prevention