School Child-Centred CME Identification and Support Procedure

This procedure applies to [school name], a [school type] school in England, where arrangements are needed to identify and support children missing education. It should be used alongside the local safeguarding and information-sharing arrangements at [local authority or safeguarding area].

Purpose and approach

Staff should use a child-centred approach when identifying and supporting a child missing education. The child's circumstances, needs and welfare should remain central to the school's consideration and response.

No single individual or organisation may have a full picture of a child's needs and circumstances. Staff who come into contact with the child should therefore contribute relevant concerns and information through the school's arrangements.

1. Identify concerns

When a concern arises that a child may be missing education, record the concern promptly in [school cme recording system]. Include the information available about the child's circumstances, welfare and education, using factual and respectful language.

Consider what is known about the child and family, what remains unknown, and whether further information is needed to understand the child's circumstances. Do not treat the concern only as an attendance or administrative matter.

2. Share relevant information

Share relevant information with the appropriate person or service in accordance with [local safeguarding and information sharing arrangements]. Share information that may help build a fuller picture of the child's needs and circumstances.

Record what information was shared, with whom, when, the reason for sharing it, and any response received in [school cme recording system].

3. Decide and make referrals

The designated school contact, or another person authorised under [school safeguarding arrangements], should consider the available information and determine whether a referral or other action is needed under the local arrangements.

Where a referral is made, record the receiving service, the date, the information provided, the reason for the referral and any requested next steps.

4. Take prompt follow-up action

Take prompt follow-up action to help identify and support the child. The action may include seeking further information, contacting relevant people or services, reviewing the child's circumstances, or following the response requested by a receiving service.

Assign follow-up responsibility to [cme follow up role] and record the next action and review date in [school cme recording system]. If new information changes the understanding of the child's circumstances or welfare, update the response and share relevant information through the local arrangements.

5. Record the child's circumstances, welfare and outcomes

Maintain a clear record of the concern, the child's circumstances and welfare as understood at the time, relevant information shared, referrals, follow-up actions, responses received and outcomes.

Keep the record focused on the child and update it when further information or an outcome is received. Record the basis for closing, continuing or changing the school's response at [school cme recording location].

6. Local arrangements

The school should incorporate its current local safeguarding and information-sharing arrangements, including the relevant contacts, referral routes and recording requirements, before using this procedure.