DfEE Green Paper (22/10/1997) - Early identification and intervention, EBD

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8 Principles into practice: emotional and behavioural difficulties

Early identification and intervention

8. Early intervention can be particularly successful in tackling EBD. Some of the measures described in Chapter 1 will be especially relevant. Sound assessment is the first step: boundaries between EBD, ordinary unruliness, disaffection and various clinical conditions are not always clear-cut but have a major bearing on the solution required. A number of assessment techniques are already in use. We will be prepared to support the development and wider dissemination of these.

9. The priority must be to help schools and LEA support services improve the performance of these children. In most cases schools find that using the framework of the Code of Practice - described in Chapter 3 - helps them to tackle children's behavioural problems in a systematic way. For children with more complex difficulties, there are some promising models for intervention in the primary years. These exemplify the collaborative approaches discussed in Chapter 7, with key roles for social services departments, health authorities and parents. The DfEE and the Department of Health will work together to establish a national programme of early intervention projects for nursery and primary age children identified as having EBD.

Case study - Nurture groups in Enfield
In Enfield, some primary schools run nurture groups for children showing early signs of emotional and behavioural difficulties. These small special classes provide a structured and predictable environment in which the children can begin to trust adults and to learn. Careful consideration is given to appropriate curriculum content. The nurture groups are an integral part of Enfield schools' mainstream provision for children with special educational needs. The LEA's advisory staff and educational psychology service support and train the nurture group teachers and assistants. Parents are regularly involved in discussions about their child's progress and attend informal sessions. Pupils are encouraged to take part in school activities including assemblies and playtimes. Many pupils are able to function wholly in a mainstream class within a year.

31/08/2000