3.4 Explain referral processes in line with policies and procedures for behaviour that challenges

This guide will help you answer 3.4 Explain referral processes in line with policies and procedures for behaviour that challenges.

In a school or learning setting, behaviour that challenges can disrupt lessons, affect other pupils, and sometimes lead to safeguarding concerns. Each organisation has clear policies on how to manage such behaviour and what referral processes should be followed. Understanding these processes helps staff respond in the right way, follow legal duties, and support both the individual pupil and the wider learning environment.

Referral means passing information to another person or department with the authority or resources to address the issue. This can move through different levels within the school before involving external agencies. In practice, it is not just about telling someone what happened. It requires accurate recording, awareness of the correct chain of communication, and timely action.

Following Organisational Policies

Every school has a behaviour policy. This outlines expectations, rules, sanctions, and escalation routes. Staff must follow this so responses remain consistent across the setting. The policy will specify:

• What types of behaviour count as challenging
• The level of behaviour that can be supported in the classroom
• When a situation should be referred on
• Which staff members are authorised to handle higher-level issues

Some behaviours may be handled within the classroom with interventions such as reminders, warnings, or small sanctions. Other behaviours may trigger immediate referral. Examples include:

• Physical aggression toward others
• Repeated and deliberate disruption
• Bullying or harassment
• Damaging property
• Behaviour posing a health and safety risk

Policies may link to safeguarding procedures if the behaviour is extreme or signals deeper concerns.

Step-by-Step Referral Process

A clear referral process helps avoid misunderstandings and ensures the right response is taken. Although each setting may vary, most follow these steps:

1. Identify the behaviour
   Recognise what happened, using the definitions from the behaviour policy. Record observable facts, such as actions and words, without adding personal opinions.
2. Initial classroom response
   Use immediate strategies to de-escalate the situation if safe to do so. This may involve separating pupils or speaking calmly.
3. Record the incident
   Complete the incident form or use the school’s behaviour recording system. This must include date, time, location, and details of all involved.
4. Inform the appropriate person
   Depending on severity, this could be the class teacher, head of year, SENCO (Special Educational Needs Coordinator), or safeguarding lead.
5. Follow escalation routes
   If behaviour continues or worsens, move to the next step outlined in policy, such as informing senior leadership or involving external support.
6. Monitor and follow-up
   Check progress after intervention and record any changes in behaviour.
7. Maintain confidentiality
   Share information only with those directly involved in the referral process.

Role of Staff in the Referral Process

As a support worker, you may be the first to notice challenging behaviour. Your actions can significantly affect how quickly and effectively the issue is resolved. Your role includes:

• Observing and recognising behaviour patterns
• Staying calm and objective in your response
• Knowing the lines of communication for referral
• Using the correct forms or systems for recording incidents
• Supporting the pupil after the incident if appropriate

Understanding your limits is important. You may need to step back and hand the matter to a more senior colleague.

Behaviour Policy Links

The referral process is always linked to the school’s behaviour policy and associated documents such as the safeguarding policy, anti-bullying policy, and SEN policy. Many challenging behaviours are connected to underlying needs such as:

• Special educational needs
• Emotional difficulties
• Family issues
• Mental health conditions

Referral routes allow professionals with relevant expertise to step in and provide support.

Internal Referral Routes

Internal referral keeps matters within the school unless external help is required. Common referral points are:

• Class teacher – First point of contact for most behaviours
• Subject leader – Handles behaviour in specific subject areas
• Head of year – Oversees all pupils in a year group and manages more serious issues
• SENCO – Assesses needs and arranges support for pupils with additional needs
• Senior leadership team – Takes charge of serious or repeated incidents

These routes ensure staff at each level know what incidents belong in their area of responsibility.

External Referral Routes

Sometimes behaviour that challenges requires action from outside the school. Reasons may include safeguarding concerns, criminal behaviour, or persistent needs that exceed school resources. External referrals may include:

• Social services
• Educational psychologists
• Youth offending teams
• Behaviour support services in the local authority
• Child and adolescent mental health services (CAMHS)
• Police (in cases involving criminal activity)

Policies explain which staff members are authorised to make these referrals and the documentation required.

Recording and Documentation

Accurate records are central to the referral process. They provide evidence, help track patterns, and support the case if further action is needed. Good records:

• Describe behaviour factually
• Avoid emotional language
• Include time, date, and location
• Name all individuals involved
• Detail immediate actions taken
• Record responses or comments from the pupil if relevant

Most schools use secure, password-protected systems for these records.

Communication in Referral

Clear, respectful communication helps referral run smoothly. You must pass information through the correct channels, using the language and format set out in policy. Points to remember:

• Share facts, not opinions
• Do not discuss incidents with anyone outside the process
• Stick to agreed communication lines
• Speak directly to the person you are referring to when possible
• Keep messages professional and concise

Safeguarding Considerations

Some behaviours may signal a safeguarding issue. Policies often state that if there is any possibility of harm to a pupil, referral must go straight to the designated safeguarding lead (DSL). Examples include:

• Behaviour linked to neglect or abuse
• Self-harm or threats of self-harm
• Behaviour showing a risk to others

Safeguarding referrals follow strict legal duties under the Children Act 1989 and later legislation. They often involve external agencies.

Timeliness of Referral

Handling challenging behaviour quickly helps avoid escalation. Policies set timescales for reporting incidents:

• Immediate referral for dangerous or violent behaviour
• Same-day recording of incidents
• Promptly informing parents or carers if policy requires

Delays reduce the effectiveness of any intervention.

Supporting After Referral

Referral is not the end of the process. Support staff may help implement behaviour strategies after the referral. This could involve:

• Supporting restorative conversations between pupils
• Helping the pupil reflect on behaviour choices
• Providing targeted interventions such as social skills groups
• Adjusting seating or classroom layout
• Liaising with parents or guardians

This stage is about giving the pupil tools to avoid repeating the behaviour.

Common Challenges in Referral

Referral processes run more smoothly when everyone understands them. Common difficulties include:

• Unclear policies
• Staff turnover leading to lack of awareness
• Inconsistent recording methods
• Overloaded reporting systems
• Delays in communication

Regular training can reduce these problems.

Professional Conduct

Maintaining professionalism is key. This means:

• Staying impartial, regardless of personal feelings
• Protecting the pupil’s dignity during and after the incident
• Avoiding discussion of incidents outside authorised channels
• Using respectful language at all times

Professional conduct supports the credibility of your referral.

Legal Framework

Policies are shaped by legal requirements. Key UK laws affecting the referral process include:

• Education Act 2002 – Duty to maintain standards of behaviour in schools
• Children Act 1989/2004 – Safeguarding responsibilities
• Data Protection Act 2018 – Rules on handling personal information
• Equality Act 2010 – Protecting pupils from discrimination

Staff must apply these laws when handling challenging behaviour.

Training and Awareness

To carry out referral correctly, you should:

• Attend regular behaviour policy training
• Practise record-keeping methods
• Keep updated on safeguarding procedures
• Learn about different forms of challenging behaviour
• Understand the role of other staff in the referral chain

Good training ensures you act correctly in stressful situations.

Final Thoughts

Referral processes for behaviour that challenges work best when every staff member understands their role. By following policy, recording accurately, and communicating through the proper channels, you make sure incidents are handled fairly and efficiently. Pupils receive the support they need and the learning environment is protected.

Your actions can make a significant difference, not only in resolving the immediate issue but also in preventing future problems. Consistency, clarity, and respect are the foundations of effective referral. If in doubt, always refer to the official policy and seek guidance from senior staff.