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Outreach Service

Early Intervention & Outreach Service


Early Intervention and Outreach Team


The Team is led by Katharine Angus  ( who will organise –

  • Outreach Support

  • Intervention Meetings

  • Work Based Learning Opportunities for school

  • Early Intervention Programme to prevent PEX

  • 6th Day Support

  • FDR – First Day Response


The Early Intervention and Outreach Team forms part of the graduated model of provision at MAEPS to ensure all students receive a regular education.


The aims of area are as follows:

  • Provide 1-to-1 support / access to education for students who have repeated episodes of high-agitation and conflict within the mainstream schools.

  • Provide a time-limited intervention of ‘focused respite’ in terms of breaking cycles of conflict, often rooted in high-anxiety and fight responses – particularly where this cycle is currently entrenched and exacerbated by negative peer groups.

  • Formulate a programme of mentoring that will make inroads into a young person’s perspective of themselves, others and the value of learning.

  • Provide the opportunity for our most disengaged students to have regular contact with a school professional with expertise in SEMH – allowing for their welfare to be regularly monitored and where necessary, for the referral on to other agencies.

  • Establish / re-establish working relationships between staff at MAEPS and the mainstream school and the young person.

  • Establish / re-establish working relationships between school professionals, family and any outside agencies.

  • Provide an educational environment that will likely lead to more successful outcomes in terms of a young person’s welfare, continuity of experience of education and the achievement of some qualifications rather than no qualifications.

  • Provide a regular contact with MAEPS staff who can assist with research, correspondence and decisions around careers.

How? When? Where?

Students are referred into the Early Intervention and Outreach Team via an internal referral form.

From there, a 1-to-1 programme of delivery is devised by the outreach staff –

  • Ms Lorraine Brewis

  • Ms Rachel Meade

  • Mr Dave Lee

  • Mrs Anne Oldham

in agreement with the student, parent/carer and any other involved parties. This agreement is based on the following principles:

  • Teaching and other support will take place in the mainstream school or in a safe, CCTV-monitored, public building within easy reach of the student’s home (this will usually be a library or café). Prior agreement will have been made with the managers of the building for this to take place.

  • The student, parent/carer and school will sign a ‘working agreement’ outlining expectations, acceptable conduct and commitments.

  • The student will meet for a regular slot for an agreed amount of sessions each week.

  • The focus will be on personal development and engagement in education in the first instance, with each student’s curriculum offer built-up from there.

  • A log will be kept of all sessions.

  • Where the working agreement is being repeatedly broken / not fulfilled, this will be referred to SLT and any regularly involved agency – an education planning meeting will be called to review to the provision in place. MAEPS reserves the right to withdraw this provision at this point.

Depending on a young person and/or their family’s needs we are able to offer a range of interventions. We are a non-urgent, short term service. We currently have access to an Educational Psychologist Dr Hannah Richardson as well as a Family Partner Bev Mars both of whom contribute to the overall re-engagement of the pupil in education.

We work in a collaborative way to reach a decision with the young person and family about what service can best meet their needs. This may include:

  • One-one work with the young person incorporating different therapies such as: cognitive behavioural therapy, brief solution focused therapy and drama therapy.

  • One-one work developing skills in areas such as: self-esteem, effective communication, managing anxiety, social skills training, assertiveness and problem solving.

  • AM or PM Sessions attendance

  • Educational advice in school.

  • Liaison with school staff and other agencies who may be involved with the young person to ensure a streamlined approach.

After completion of the work we provide a final written report which may include recommendations that can maintain progress, and/or signposting to alternative services that can offer longer term help if required.

Sessions are delivered through practical activities and role-play, with the emphasis on fun. Some of the topics covered include:

  • Negotiation skills

  • Resolving conflict

  • Listening skills

  • Communication skills

  • De-stressing strategies

  • Assertiveness

  • Exploring roles within a group

  • Relaxation strategies

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