Location​ 

Working across Leicestershire, including schools, Oakfield sites and ​community settings.​

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Job Purpose​

The Prevention Work Manager leads the strategic deployment ​and coordination of Oakfield's Secondary Outreach and Prevention Offer, ​ensuring resources are targeted effectively in response to need, risk and demand. The role focusses on supporting the referral, triage and allocation processes, ensuring pupils receive the right support at the ​right time and that interventions are proportionate, timely and effective.​

​Working collaboratively with schools, families and partner agencies, the Prevention Work Manager uses data, local intelligence and professional judgement to shape service delivery, reduce suspensions, permanent exclusions and non-attendance, and strengthen inclusive practice across Leicestershire. The role provides line management, professional supervision and quality assurance for SEMH Practitioners, whilst coordinating the deployment of the wider prevention workforce to ensure effective delivery across the graduated response.​

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Key Strategies Used​

The Prevention Work Manager oversees service delivery informed by the Kaplan and Wheeler Behaviour Escalation Curve and the graduated approach to inclusion. Responsibilities include referral management, triage, case allocation, workforce deployment, reintegration planning, multi-agency collaboration, quality assurance and performance monitoring. The role ensures assessment, intervention and support pathways are aligned to pupil needs and contribute to positive educational outcomes.​

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Role within the Behaviour Escalation Curve​

The Prevention Work Manager provides strategic oversight across all stages of the Kaplan and Wheeler Behaviour Escalation Curve, ensuring pupils access the most appropriate support at the right point in their journey and that resources are deployed effectively across the prevention pathway.​

Location ​

Based in secondary schools.​

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Job Purpose​

The Mentor provides early intervention and preventative support within secondary schools. The role focusses on assessing need, identifying barriers to engagement and delivering medium and long-term interventions that support inclusion, attendance and positive educational outcomes. Mentors work closely with pupils, families and schools to reduce risk, strengthen resilience and prevent escalation.​

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Key Strategies Used​

Mentors use the Kaplan and Wheeler Behaviour Escalation Curve to assess needs and plan support. They undertake observations, assess barriers to learning and deliver medium and long-term interventions that promote emotional regulation, self-esteem, resilience, communication skills and positive engagement with education. Support includes Emotion Coaching, restorative approaches, coaching and targeted intervention programmes.​

1. Supporting pupils to remain calm and engaged​

We assess strengths, needs and barriers to engagement and deliver preventative interventions that promote emotional regulation, communication, confidence and participation in learning.​

2. Supporting pupils showing early signs of difficulty​

We identify emerging concerns and work with schools to implement appropriate support strategies. Emotion Coaching and targeted interventions help pupils build self-awareness and emotional regulation before difficulties escalate.​

3. Supporting pupils at risk of escalation​

We deliver medium and long-term interventions that strengthen resilience, wellbeing, behaviour and school engagement. Support is adapted over time to meet changing needs and promote sustained inclusion.​

4. Supporting pupils experiencing significant distress​

We work alongside school staff and partner services to maintain engagement and reduce escalation. Where needs become increasingly complex, we contribute assessment information to support access to targeted intervention.​

5. Supporting reflection, repair and re-engagement​

We use restorative approaches to support reflection, repair relationships and identify positive next steps. Progress is monitored over time to support successful re-engagement, improved attendance and long-term inclusion.​

​The Mentors primarily operate within the Baseline, Trigger and Escalation phases, identifying needs and providing sustained support to prevent escalation and strengthen inclusion.​

Location​ 

Mainstream schools, Oakfield sites and community settings, including Family Hubs, and libraries.​

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Job Purpose​

The SEMH Practitioner provides targeted social, emotional and mental health assessment and intervention for pupils whose needs present a a significant risk to attendance, inclusion or educational engagement. The role focusses on assessment, formulation and short-term stabilisation, identifying needs, recommending strategies and coordinating transitions to longer-term support where required.​

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Key Strategies Used​

SEMH Practitioners undertake targeted assessments informed by the Kaplan and Wheeler Behaviour Escalation Curve. They provide short-term interventions, formulate support recommendations, contribute to planning and risk management, and work collaboratively with schools, families and partner agencies to identify appropriate pathways for ongoing support.​

1. Supporting pupils to remain calm and engaged​

We complete assessments to identify strengths, needs and barriers to engagement. Assessment findings are used to develop recommendations that support emotional regulation, inclusion and educational participation.​

2. Supporting pupils showing early signs of difficulty​

We identify the factors contributing to escalation and provide targeted advice, strategies and short-term intervention to reduce risk and strengthen support around the pupil.​

3. Supporting pupils at risk of escalation​

We undertake detailed assessment and formulation to identify appropriate interventions, support planning and recommend strategies that address underlying needs.​

4. Supporting pupils experiencing significant distress​

We provide short-term stabilisation support and work alongside schools, families and partner agencies to reduce risk, restore regulation and maintain educational engagement.​

5. Supporting reflection, repair and re-engagement​

We review progress, update recommendations and support transition planning. Where ongoing intervention is required, we facilitate handover to mentors, inclusion practitioners or other professionals to ensure sustained support and successful reintegration.​

​The SEMH Practitioners primarily operate within the Crisis, De-escalation and Recovery phases, providing targeted assessment, stabilisation and recommendations to support successful recovery and ongoing intervention planning.​ 

Location​ 

Face-to-face support within the HBEP locality (pilot area), with remote support ​available across the rest of Leicestershire.​

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Job Purpose​

The Outreach Support Worker provides early intervention and engagement ​support for pupils at risk of suspension, permanent exclusion or disengagement from education. The role focusses on building trusted relationships, capturing pupil voice, identifying barriers to engagement and ensuring that pupils and families access the right support at the right time. Through advocacy, partnership working and effective transition planning, Outreach Support Workers help pupils remain connected to education and successfully access further support where required.​

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Key Strategies Used​

Outreach Support Workers use the Kaplan and Wheeler Behaviour Escalation Curve to support early identification of need and strengthen engagement with education. Through relationship-building, pupil voice activities, advocacy, observation and partnership working with schools, families and professionals, they help identify strengths, needs and barriers to engagement. Support focusses on information gathering, transition planning and facilitating access to appropriate intervention pathways.​

1. Supporting Pupils to Remain Calm and Engaged​

We build trusted relationships that enable pupils to share their views, experiences and aspirations. Through pupil voice and advocacy, we ensure that support is informed by what matters most to the young person and promotes positive engagement with education.​

2. Supporting Pupils Showing Early Signs of Difficulty​

We identify emerging attendance, behaviour or wellbeing concerns and work with pupils, families and schools to understand barriers to engagement. Through listening, observation and information gathering, we help ensure concerns are recognised and responded to at the earliest opportunity.​

3. Supporting Pupils at Risk of Escalation​

We work alongside pupils, families and schools to understand factors contributing to increased risk and help identify the most appropriate support pathway. We facilitate referrals and transitions into targeted support and intervention services where required.​

4. Supporting Pupils Experiencing Significant Distress​

We provide a calm and trusted point of contact while working closely with schools, families and partner agencies to ensure that the pupil's views, wishes and experiences remain central to planning and decision-making. We support access to targeted assessment and intervention where appropriate.​

5. Supporting Reflection, Repair and Re-engagement​

We support pupils and families to prepare for the next stage of support by capturing strengths, needs and aspirations. Through effective handover and transition planning, we help ensure continuity of support and successful engagement with longer-term interventions and services.​

​The Outreach Support Workers primarily operate within the De-escalation and Recovery phases, helping pupils reflect, re-engage and transition into appropriate support pathways.​