Support plans, school-health partnership and escalation

Support is most effective when the home, school, health professionals and the child's plan are aligned. Staff should know the child's needs, sensory profile, medication arrangements where relevant, common triggers, early warning signs and which de-escalation strategies to use. When a plan exists but is not used consistently, the child experiences avoidable harm and disruption.

If current support is insufficient, escalation may be needed. This can include a plan review, improved recording, liaison with education, referral to CAMHS or paediatrics, speech and language or occupational therapy input, a medication review, or wider care planning, depending on the child and local processes.

When education, disability or health needs are involved, staff must know which plans are active and how they affect day-to-day practice. In England this may include SEND support, an education, health and care plan, a personal education plan or agreed reasonable adjustments. Names and procedures differ in Wales, Scotland and Northern Ireland, so follow local guidance.

What joined-up support needs

• A clear shared plan.
• Consistent strategies across shifts.
• Useful information from school and health.
• Clear daily links to SEND, education, health or disability plans where relevant.
• Good recording of what helps and what worsens things.
• Early review when support is not working.

A support plan only protects the child if the adults who read it use it in real moments of stress and routine.