Resolving difficulties at school

Resolving School Issues

Sometimes children when a child talks to you about a problem at school they just need to be heard and get some guidance from you. It might be that you can suggest some actions they can take to improve things for themselves.

If that doesn’t help, contact their teacher if they are in a primary school or their tutor or Head of Year if they are in secondary school. It is usually best to arrange a time to speak with them rather than trying to speak to them on drop off or pickups. When you meet with them:

Explain the problem clearly.
If you and your child have any suggestions of how the school can help, let them know.
Ask them if they have any suggestions of things they could do to help as well.
Request a timeline for when the situation will be reviewed so you can catch up with them again and check what progress has been made.

Keep records:

Save copies of emails or letters.
If you speak by phone or in person, note the date, who you spoke to and what was said.
You may wish to follow up verbal conversation with a quick e-mail stating your understanding of what was agreed and asking them to confirm this is accurate just to make sure everyone is on the same page.

Talking to the Headteacher

If the teacher/tutor or Head of Year can’t resolve the issue, ask to speak to the headteacher. They may refer you to another staff member like a Deputy Head if this person is more appropriate to help you.

When you do:

Explain the problem.
Ask what action they’ll take and when.
Request an update timeline when the situation will be reviewed.

Again, keep copies of emails and notes from conversations. These may help if you need to follow up or make a formal complaint.

Resolving School Issues

Sometimes children when a child talks to you about a problem at school they just need to be heard and get some guidance from you. It might be that you can suggest some actions they can take to improve things for themselves.

If that doesn’t help, contact their teacher if they are in a primary school or their tutor or Head of Year if they are in secondary school. It is usually best to arrange a time to speak with them rather than trying to speak to them on drop off or pickups. When you meet with them:

Explain the problem clearly.
If you and your child have any suggestions of how the school can help, let them know.
Ask them if they have any suggestions of things they could do to help as well.
Request a timeline for when the situation will be reviewed so you can catch up with them again and check what progress has been made.

Keep records:

Save copies of emails or letters.
If you speak by phone or in person, note the date, who you spoke to and what was said.
You may wish to follow up verbal conversation with a quick e-mail stating your understanding of what was agreed and asking them to confirm this is accurate just to make sure everyone is on the same page.

Talking to the Headteacher

If the teacher/tutor or Head of Year can’t resolve the issue, ask to speak to the headteacher. They may refer you to another staff member like a Deputy Head if this person is more appropriate to help you.

When you do:

Explain the problem.
Ask what action they’ll take and when.
Request an update timeline when the situation will be reviewed.

Again, keep copies of emails and notes from conversations. These may help if you need to follow up or make a formal complaint.

What is a Reduced Hours Provision?

Children and young people have a legal right to receive a full-time educational provision.

Reduced Hours Provision is the term used when a child is not attending school full time.

Children with additional needs have the right to access the same opportunities in education as the other children.

In what circumstances would Reduced Hours Provision Benefit my Child?

As part of an integration/reintegration approach for pupils who have not attended before or have been absent from school for a period of time due to illness, disability, mental health issues or family circumstances.
Reduced hours provision is rarely effective in managing pupils at risk of exclusion. It is unlawful for schools to discriminate against pupils on the basis of their SEN and/or disability including those with Behaviour, Social and Emotional Difficulties. Limiting their access to school is unlikely to help them develop in their areas of need.
If your child has long term medical needs you should expect that the school has a medical or care plan for them

What must the School do if they Feel that Reduced Timetable would Benefit my Child?

Schools have a duty of care for all pupils on their school roll. The school must ensure that when a pupil is not expected to attend, there is a written agreement with parents or alternative education providers about who is responsible for keeping the child safe for the time they would normally be in school.
The school should keep a record of all pupils on a reduced timetable and must inform the Local Authority if a child is on Reduced Hours Provision so it can be monitored.

I do not Agree with having Reduced Hours Provision, what can I do?

A school must not pursue a reduced hours provision without parental permission – this can be construed as an unofficial exclusion which is unlawful and can be seen as the school preventing your child from accessing provision.
For pupils with Education Health and Social Care Plans, the school must consult with the Local Authority SEN team for approval. If, after the period of six weeks, the plan has not been successfully achieved, an emergency Annual Review will normally be held.

I’m in Agreement for my Child to have Reduced Hours Provision-what should I Expect?

A clear and evidenced rationale for the reduced hours, aimed at supporting the needs of your child.
The school must have signed parental permission evidenced on the school file prior to the commencement of reduced hours provision.
The school should complete an education plan such as a Pastoral Support Plan, agreed by you and your child, demonstrating a clear pathway to full integration in no more than 6 weeks. Where appropriate, your child must have active involvement in the process of planning, reviewing and evaluating the provision.
A formal risk assessment of the impact that a reduced hours provision would have on your child should be carried out and agreed.

What Happens at the End of the Reduced Hours Provision Period?

Midway through the reduced hours provision period (and possibly more frequently) the school will hold a review meeting. This will be an opportunity to discuss support and if all the objectives of the reduced hours provision are being met.
At the end of the agreed period of the reduced hours provision the school will have a reintegration review meeting. This will be an opportunity to discuss whether the objectives of the reduced hours provision have been met and to agree any on-going support necessary for your child.
Your child will be attending school full-time. What if the Reduced Hours Provision has not Achieved the Results we Hoped for? Before the end of the agreed period of the plan, if the objectives have not been achieved, a multi-agency TAC meeting might need to be arranged to plan the next steps for your child. This might well include specialist staff from outside agencies.

Who can help?

The Reduced Hours Provision Team monitor the use of Reduced Hours Provision. If you are concerned about the use of a Reduced Hours timetable for your child, you can contact them at ReducedHoursData@hants.gov.uk.

What is a Reduced Hours Provision?

Children and young people have a legal right to receive a full-time educational provision.

Reduced Hours Provision is the term used when a child is not attending school full time.

Children with additional needs have the right to access the same opportunities in education as the other children.

In what circumstances would Reduced Hours Provision Benefit my Child?

As part of an integration/reintegration approach for pupils who have not attended before or have been absent from school for a period of time due to illness, disability, mental health issues or family circumstances.
Reduced hours provision is rarely effective in managing pupils at risk of exclusion. It is unlawful for schools to discriminate against pupils on the basis of their SEN and/or disability including those with Behaviour, Social and Emotional Difficulties. Limiting their access to school is unlikely to help them develop in their areas of need.
If your child has long term medical needs you should expect that the school has a medical or care plan for them

What must the School do if they Feel that Reduced Timetable would Benefit my Child?

Schools have a duty of care for all pupils on their school roll. The school must ensure that when a pupil is not expected to attend, there is a written agreement with parents or alternative education providers about who is responsible for keeping the child safe for the time they would normally be in school.
The school should keep a record of all pupils on a reduced timetable and must inform the Local Authority if a child is on Reduced Hours Provision so it can be monitored.

I do not Agree with having Reduced Hours Provision, what can I do?

A school must not pursue a reduced hours provision without parental permission – this can be construed as an unofficial exclusion which is unlawful and can be seen as the school preventing your child from accessing provision.
For pupils with Education Health and Social Care Plans, the school must consult with the Local Authority SEN team for approval. If, after the period of six weeks, the plan has not been successfully achieved, an emergency Annual Review will normally be held.

I’m in Agreement for my Child to have Reduced Hours Provision-what should I Expect?

A clear and evidenced rationale for the reduced hours, aimed at supporting the needs of your child.
The school must have signed parental permission evidenced on the school file prior to the commencement of reduced hours provision.
The school should complete an education plan such as a Pastoral Support Plan, agreed by you and your child, demonstrating a clear pathway to full integration in no more than 6 weeks. Where appropriate, your child must have active involvement in the process of planning, reviewing and evaluating the provision.
A formal risk assessment of the impact that a reduced hours provision would have on your child should be carried out and agreed.

What Happens at the End of the Reduced Hours Provision Period?

Midway through the reduced hours provision period (and possibly more frequently) the school will hold a review meeting. This will be an opportunity to discuss support and if all the objectives of the reduced hours provision are being met.
At the end of the agreed period of the reduced hours provision the school will have a reintegration review meeting. This will be an opportunity to discuss whether the objectives of the reduced hours provision have been met and to agree any on-going support necessary for your child.
Your child will be attending school full-time. What if the Reduced Hours Provision has not Achieved the Results we Hoped for? Before the end of the agreed period of the plan, if the objectives have not been achieved, a multi-agency TAC meeting might need to be arranged to plan the next steps for your child. This might well include specialist staff from outside agencies.

Who can help?

The Reduced Hours Provision Team monitor the use of Reduced Hours Provision. If you are concerned about the use of a Reduced Hours timetable for your child, you can contact them at ReducedHoursData@hants.gov.uk.

What Is Exclusion?

Exclusion means a pupil isn’t allowed to attend school or enter premises for a set period (suspension) or permanently.

Reasons for Exclusion

Only headteachers or someone acting for them can exclude a pupil.
Exclusion must not be used because of: SEN/disability, low academic attainment, or parental actions (e.g., refusing to attend meetings).
Behaviour in or outside school, including off-site incidents that affect school reputation or safety, can lead to exclusion.

Notification Process

The headteacher (or designee) must immediately notify the parent verbally about the exclusion and its type, followed by a formal letter.

The letter must include:
- Work set and marked in the first 5 days.
- Alternative arrangements from day 6 onward (if needed).
- Reason and type of exclusion.
- Suspension duration and return date (if applicable).
- Education provision details for:
- Instruction on rights to challenge the exclusion and review procedures.
- Contact details for the Inclusion Support Service (ISS), Child Law Advice, and Equality Act rights.

For permanent exclusions, the letter also outlines:

Education provision post-day 6.
How to access ISS support.
Information about an Independent Review Panel (IRP).

Key Actions if Your Child Is Excluded

Sometimes exclusions happen due to your child’s needs being unmet. After the fixed term exclusion is over, you and your child will have a reintegration meeting with the school. This is an opportunity to discuss the support in place and see what further support needs to be provided.

After the reintegration meeting you may wish to book a follow-up meeting with the school’s SENCo so you can review the SEN support in place with them and ensure it is working.

Additional Support & Advice

The Inclusion Support Service (ISS) provides guidance and advocacy during exclusions.
Families can seek further help from:

Child Law Advice.
Social workers/family support workers/virtual school reps (where relevant).
Hampshire SENDIASS

What Is Exclusion?

Exclusion means a pupil isn’t allowed to attend school or enter premises for a set period (suspension) or permanently.

Reasons for Exclusion

Only headteachers or someone acting for them can exclude a pupil.
Exclusion must not be used because of: SEN/disability, low academic attainment, or parental actions (e.g., refusing to attend meetings).
Behaviour in or outside school, including off-site incidents that affect school reputation or safety, can lead to exclusion.

Notification Process

The headteacher (or designee) must immediately notify the parent verbally about the exclusion and its type, followed by a formal letter.

The letter must include:
- Work set and marked in the first 5 days.
- Alternative arrangements from day 6 onward (if needed).
- Reason and type of exclusion.
- Suspension duration and return date (if applicable).
- Education provision details for:
- Instruction on rights to challenge the exclusion and review procedures.
- Contact details for the Inclusion Support Service (ISS), Child Law Advice, and Equality Act rights.

For permanent exclusions, the letter also outlines:

Education provision post-day 6.
How to access ISS support.
Information about an Independent Review Panel (IRP).

Key Actions if Your Child Is Excluded

Sometimes exclusions happen due to your child’s needs being unmet. After the fixed term exclusion is over, you and your child will have a reintegration meeting with the school. This is an opportunity to discuss the support in place and see what further support needs to be provided.

After the reintegration meeting you may wish to book a follow-up meeting with the school’s SENCo so you can review the SEN support in place with them and ensure it is working.

Additional Support & Advice

The Inclusion Support Service (ISS) provides guidance and advocacy during exclusions.
Families can seek further help from:

Child Law Advice.
Social workers/family support workers/virtual school reps (where relevant).
Hampshire SENDIASS

What Is Bullying?

Repeated behaviour intended to hurt emotionally or physically that occurs at school, online, social spaces, home, or a workplace.
Includes verbal abuse, criticism, online harassment ("cyberbullying"), and even physical assaults.

Signs Your Child May Be Bullied

Watch for sudden changes such as:

Anxiety, low mood, school avoidance
Unexplained bruises or damaged belongings
Withdrawal, reduced confidence, lower academic performance
Panic, anger outbursts, unusual dressing habits
Altered eating or sleeping patterns

Talking to Your Child

Start conversations casually—during a shared activity to reduce pressure.
Use gentle, open “I” statements like, “I’ve noticed you seem down—can we talk?”
Listen calmly, empathise, affirm that bullying is never their fault, and reassure them that you’ll work together to stop it.
If they’re not ready to talk, try indirect methods (notes, texts) and encourage them to reach out to trusted adults or helplines.

Addressing Bullying

Record Incidents

Help your child keep a diary of what happened, when and where, photos of injuries or messages, screenshots of online abuse, and the emotional impact on your child. This helps you show that it is 'repeated behaviour' rather than a isolated incident of one child being unkind to another.

If It’s at School

Review the school’s anti-bullying policy (usually found on the school's website). This sets out what the school promises to do when they told a pupil is being bullied.
Arrange a meeting with your child’s Head of Year and explain what is happening using your records; follow up with an email summarising agreed steps and schedule a check-in meeting.
If unresolved, escalate to the senior leadership team.

Supporting Your Child Through & After Bullying

Keep talking and listening regularly; reassure them of your support.
Build self-esteem through positive, shared activities.
Encourage friendships with respectful peers, possibly through clubs or groups.
Promote relaxation, self-care, and emotional wellbeing.
Be a supportive ally—accept and validate their feelings

Useful Support

What Is Bullying?

Repeated behaviour intended to hurt emotionally or physically that occurs at school, online, social spaces, home, or a workplace.
Includes verbal abuse, criticism, online harassment ("cyberbullying"), and even physical assaults.

Signs Your Child May Be Bullied

Watch for sudden changes such as:

Anxiety, low mood, school avoidance
Unexplained bruises or damaged belongings
Withdrawal, reduced confidence, lower academic performance
Panic, anger outbursts, unusual dressing habits
Altered eating or sleeping patterns

Talking to Your Child

Start conversations casually—during a shared activity to reduce pressure.
Use gentle, open “I” statements like, “I’ve noticed you seem down—can we talk?”
Listen calmly, empathise, affirm that bullying is never their fault, and reassure them that you’ll work together to stop it.
If they’re not ready to talk, try indirect methods (notes, texts) and encourage them to reach out to trusted adults or helplines.

Addressing Bullying

Record Incidents

Help your child keep a diary of what happened, when and where, photos of injuries or messages, screenshots of online abuse, and the emotional impact on your child. This helps you show that it is 'repeated behaviour' rather than a isolated incident of one child being unkind to another.

If It’s at School

Review the school’s anti-bullying policy (usually found on the school's website). This sets out what the school promises to do when they told a pupil is being bullied.
Arrange a meeting with your child’s Head of Year and explain what is happening using your records; follow up with an email summarising agreed steps and schedule a check-in meeting.
If unresolved, escalate to the senior leadership team.

Supporting Your Child Through & After Bullying

Keep talking and listening regularly; reassure them of your support.
Build self-esteem through positive, shared activities.
Encourage friendships with respectful peers, possibly through clubs or groups.
Promote relaxation, self-care, and emotional wellbeing.
Be a supportive ally—accept and validate their feelings

Useful Support

Hampshire SENDIASS run workshops to help parents understand SEN support, Education Health and Care Plans, transitions and alternative provisions as well as other helpful topics.

If you feel that you child is not getting the support they need, in the first instance speak to the class teacher and SENCo. It is best to arrange a time for this discussion rather than trying to have it at the end of the school day at pick up time. If you are still experiencing problems following this meeting then ask for a meeting with someone from the school's senior leadership team.

Hampshire SENDIASS run workshops to help parents understand SEN support, Education Health and Care Plans, transitions and alternative provisions as well as other helpful topics.

If you feel that you child is not getting the support they need, in the first instance speak to the class teacher and SENCo. It is best to arrange a time for this discussion rather than trying to have it at the end of the school day at pick up time. If you are still experiencing problems following this meeting then ask for a meeting with someone from the school's senior leadership team.

If after you have tried to work with the school you feel the matter is still not resolved, you can make a formal complaint which will be dealt with in line with the school's complaints policy. You should be able to find the school's complaints policy on their website but if you can't they must give it to you if you ask for it.

For further information on complaining about a school please see Types of complaints - GOV.UK.

If after you have tried to work with the school you feel the matter is still not resolved, you can make a formal complaint which will be dealt with in line with the school's complaints policy. You should be able to find the school's complaints policy on their website but if you can't they must give it to you if you ask for it.

For further information on complaining about a school please see Types of complaints - GOV.UK.

Resolving difficulties at school

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