Help For Schools

The Harbour Programme using a Pyramid Model of support, with all children beginning at the foot of the pyramid. Each child that the Harbour Programme supports will follow their own individual pathway through the programme depending on their needs and following the principles of the Harbour. The child can move up and down the pyramid depending on the support they need. This is agreed in partnerships with the family, school and Harbour Team.

Children can move up and down the pyramid depending on the level of support the child, family and school require to support the needs of the child. At each stage, through consultation between family, school and Harbour Practitioners, next steps will be discussed to establish ways forward.

The initial stages of the pyramid involve indirect support by The Harbour; it involves consulting with school staff and providing opportunities to reflect, review and develop working practice to support the child. This could include a Collaborative Review facilitated by The Harbour Team.

Some children and/or schools may need additional support and will move up the pyramid where schools will attend a Formulation Meeting. At this stage an Educational psychologist and member of The Harbour Team will meet with the family to gather in depth background information and family views, and they will carry out an observation of the child in their school.

After a Formulation Meeting, a child may then move up or down the pyramid. Moving down the pyramid would result in the school implementing strategies and approaches with indirect support from The Harbour. However, if it felt that the child would benefit from additional 1:1 or group support from The Harbour, they would move up the pyramid and may receive Inreach or Outreach support.

Each child’s pathway will be reviewed regularly which includes parent/carer, child and school views to inform next steps for the child. After each Review, a child may move up or down the pyramid depending on the level of support that they may require until they exit the programme. A child may exit the programme from any stage of the pyramid.

Children may exit the Harbour programme from any point in the pyramid depending on their individual needs. A child could exit the programme after discussion between The Harbour, home school and family if any of these criteria are met:

• The child has made progress with the development of their social and emotional skills and it is felt that the they no longer require Harbour support
• The child has transitioned into Key Stage 2. The Harbour’s remit is to work with Early Years and KS1 children but will support children during their transition into KS2 where appropriate, and provide support over the first two terms
• If it becomes evident that the Harbour is unable to support the particular needs of the child. In such a case The Harbour outcome provides additional information that schools and families can use to continue their own support of the child or to share with other professionals moving forward. Where it is considered that SEMH is not the child’s primary need and they require alternative support, The Harbour will help schools to find the appropriate support that the child needs