OSSME make positive contributions to children and families 52 weeks of the year by consistently demonstrating the following:

• the views of families and the CYP are effectively and accurately communicated.

• Increased the ability for families and service to identify early behavioural triggers and have confidence to manage behaviours that challenge thought our Early Help Package.

• Work in numerous settings such as the home, community, educational settings for example, to agree the intervention/support with all stakeholders and recording it’s impact..

• Collating and sharing observations, reports with the LA, schools, professionals, family and the CYP, which will include tracking and monitoring attainment, progress and attendance.

• Ensuring CYP and family ‘voice’ is heard through person centred OSSME accredited training to schools and professionals.

• Facilitating and chairing multi-agency meetings to ensure holistic support for the CYP.

• Sign-posting parents and schools to other agencies to supplement existing OSSME input or to fill any gaps in support ensuring any early help needs.

• Providing the transition link between the school and any off-site provision.

• Advising and supporting families to understand current and future provision/transition and personal budgets.

• Advising and supporting the production of appropriate Personal Education Plan and /or EHCP and review.

• Providing indirect support through sibling /peer/ family support and community training e.g. youth groups, local criminal justice system, dentists, community care and alternative curriculum placements.

• Providing personalised support in a number of settings including home, school, holidays and weekends.

• Working collaboratively with departments in A.I to increase the range of services provided in response to the needs, interests and aspirations of the CYP they support. E.g. Social Enterprises, Complimentary Education, Early Help, Support Groups and Peterhouse School and training.

• Monitoring the impact of support through shared review of:

  1. in the CYP’s rate of academic progress, attendance, group and class participation and reduction in a number of incidences. Also to improve self-esteem, confidence and improve quality of life.
  2. Impact of staff training
  3. Written feedback from families, schools
  4. Evaluations from the CYP at the end of 1:1 Personal Tutorials/Talk Time intervention
  5. Evaluations at the end of every meeting involving family, CYP, when applicable, and other professionals

• Working in conjunction with other services’ Ofsted reports, school/ local authority development plans and relevant external standards and best practice guidance, key standards and polices (school, education, Local Authority and National) to ensure their support contributes to the wider delivery of effective service.

• Monitoring the performance of our service through regular reviews with stakeholders in agreed timeframes to monitor progress towards agreed outcomes.