Outreach

Eligibility Criteria

Outreach Partnership service criteria

The below statements are applicable to all Outreach Services eligibility -

  • The children will require support above and beyond quality first teaching 
  • Children will attend a mainstream school setting
  • The children will attend a Hull School 
  • The Hull School will have either contributed using the per pupil ratio model or buy in services as required
  • Mainstream settings will ideally, unless due to exceptional circumstances, such as new in country, or unforeseen medical conditions, show they have implemented two terms of the Assess, Plan, Do, Review cycle to meet the child’s needs
  • Children and young people will have consent from their parent carers/legal guardians to have Outreach Service involvement 
  • Setting and staff must have engaged with Tier 1 and/or Tier 2 support before submitting an individual referral

CITE eligibility

The criteria for mainstream settings to be able to access this service is as follows -

  • Children will be in school years FS2 and up to Key Stage 4
  • The children’s communication and interaction difficulties must significantly affect their ability to participate in education and learning. This may include pupils who experience difficulties in understanding and interpreting social cues, responding appropriately within social situations, and developing the necessary knowledge and understanding of social contexts. These difficulties may present alongside associated behavioural responses
  • If applicable, children will be assessed as currently working within the Verbal or Conversational Partner Stage -
    • Verbal Partner uses functional communication in a wider range of words and sentences to comment, request, and join short conversations, responding to simple questions
    • Conversational Partner uses more complex language to talk about ideas, feelings, past and future events, and can join group conversations, showing awareness of others’ perspectives and social rules

Early Communication Team eligibility

The criteria for mainstream settings to be able to access this service is as follows -

Children will be in school years FS1 or within Key Stage 1. 

  • The children will present with a severe delay in communication and interaction
  • If applicable, children will be assessed as currently working within the Interactive or Communicative Partner Stage -
    • Interactive Partner uses pre-symbolic communication such as actions, gestures, vocalisations or objects, and engages in simple back and forth interactions with a familiar adult. Shows limited awareness of the environment - focuses on objects or engages in sensory exploration
    • Communicative Partner uses intentional symbolic communication such as gestures, vocalisations, symbols or early words to share needs or interests and shows more purposeful back and forth interactions with adults and peers
  • Children must present with a primary area of need in communication and interaction. *Please note the ECT service is designed to support early social communication development and early interaction-based play approaches
  • The child must receive any additional adult support required from a consistent person in the setting. This consistent adult will be available to support the child with strategies and resources modelled by the ECT service in developing early communication and interaction. *Please note the focus of the ECT outreach support is to upskill staff and provide consistency within the setting

Steps to Success eligibility

The criteria for mainstream settings to be able to access this service is as follows - 

  • Children will be in school years FS2 and within Key Stage 2, with the possibility of supporting transition for the first half term in Secondary School. Where support is likely
  • The children will present with an identified SEMH need 

A child may be eligible if they show persistent social, emotional, or behavioural difficulties that significantly affect their learning or wellbeing, such as -

  • Frequent emotional dysregulation (anger, distress, anxiety, shutdowns)
  • Challenging behaviour that disrupts learning (aggression, refusal, absconding)
  • Low self-esteem, withdrawal, or difficulty forming relationships
  • Attachment difficulties or trauma-related behaviours
  • Mental health concerns (childhood aces)
  • Difficulty regulating behaviour across the school day
  • Behaviour that places the child at risk of exclusion/permanent exclusion

These needs usually must be ongoing and significant, not just occasional or non-recurring behaviour issues.

Sensory Outreach Service eligibility

The criteria for mainstream settings to be able to access this service is as follows -

  • Children will be in school years FS1 and up to Key Stage 4
  • The children will present with a sensory need that is impacting their participation in education and learning
  • There must be evidence of sensory processing differences
  • Sensory processing differences are having a direct impact on daily functioning within the school environment.