28 There is a clear policy(ies) for the identification and development of plans to address social, emotional and mental health difficulties, including SEN processes as relevant.

29 Social, emotional and mental health problems are identified at an early stage and procedures work to intervene promptly.

30 Response to behaviour promotes a speedy identification of the underlying needs and appropriate strategies are put in place.

31 Packages of support for young people experiencing mental health difficulties include opportunities to develop skills for life and meet the expectations of the world around them.

32 The setting has identified appropriate local mental health services, including voluntary and private offers.

33 This map has enabled the school to identify ‘gaps’ in local provision and put plans in place.

34 Behaviour records, attendance data and social and emotional measures, are used to monitor the non-academic progress of pupils with social and emotional problems, and those with relevant mental health difficulties.

35 Alternatives to exclusion, including any off-site provision, are reviewed against the progress of the young person.