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Social, Emotional and Mental Health Bases

The Social, Emotional and Mental Health (SEMH) Bases form part of the Specialist Resource Base (SRB) programme of additionally commissioned services funded by the local authority and delivered by Norfolk schools for learners with a high level special educational needs who are educated in mainstream schools. 

The focus of all SRBs is on: 

  • Working in partnership to sustain home school placements through support and intervention 
  • Building capacity to better meet the needs of learners
  • Provide high quality, effective and intensive education on an ‘up to three term’ basis, to enable learners to successfully reintegrate back into their home school
  • To enable KS1 learners with SEMH to make sufficient progress to enable return to mainstream school without the need for a statement / EHC plan
  • To support ‘home’ schools to meet the needs of the child within the delegated resources available to the school
  • To reduce instances of children who have received intervention from the SEMH SRB from being subject to subsequent fixed term or permanent exclusions from their home school or being placed into the non-mainstream sector



  • The SRB will offer provision on five days per week but the basic operating model will be four days in SRB, one day home school, following entry and assessment
    a reintegration plan will be determined on a case by case basis to reflect the individual learners needs.
  • Learners can attend for up to three terms on a full-time basis but will be reintegrated as soon as they make sufficient progress to do so.  Where necessary in order to sustain the mainstream placement, learners could continue to attend the SRB on a longer term part-time basis for up to two days per week (full days only).
  • Consultancy by email or telephone to review individual and whole school plans and policies relating to behaviour, risk management, pastoral support and inclusion
  • Observations of children
  • Strategies including provision to meet individual needs, problem solving, differentiating the curriculum, behaviour management
  • Resources
  • Staff training and continuous professional development through model teaching and mentoring
  • Supporting transition from Key Stage 1 to 2 and Key Stage 2 to 3
  • Whole school support to behaviour management approaches
  • Outreach support to schools on a traded basis at KS1 and KS2
  • Access to Specialist Partner support from Eaton Hall Academy, a specialist SEMH School
  • Access to dedicated Educational Psychology Support for the SRB
  • Must be in KS1 and referred prior to Year 3
  • May or may not hold a statement of SEN or Education Health & Care plan
  • Live within 45 minutes travel time by car to the SRB
  • Have assessed additional needs which appear primarily to relate to SEMH rather than being secondary to another need such as ASD
  • Must be on roll at a mainstream school which has already deployed delegated school and cluster resources to support the learner, without improving outcomes
  • Have the ability to reintegrate into a mainstream school setting relevant to their age and stage of development once barriers to learning have been overcome
  • Would not, on initial assessment, meet the criteria for a special school

It would be expected that school-based interventions have not been effective in enabling the child/ young person to respond appropriately and make progress.

The request for support from the Specialist Resource Base is supported by an external professional. The child would demonstrate a combination of these traits on a daily basis:

  • Significant difficulty in interacting positively with peers and / or adults
  • Use of inappropriate language and/ or demonstrates inappropriate attitudes towards others
  • Behaviour which impedes the achievement of self and others
  • Extremes of behaviour including aggression when challenged or corrected by an adult
  • Inappropriate behaviour at a level which meets the criteria for fixed term exclusion from mainstream school or has resulted in previous exclusion from an early years setting
  • Have underlying social, emotional, mental health needs which can result in challenging behaviour (ie attachment difficulties)
  • The schools own strategies for inclusion will have been exhausted along with any additional support accessed directly from the cluster. This will need to be evidenced as part of the referral.
  • Referrals for SRB are made by the home school the child attends
  • The home school must read and agree to the interschool agreement that sets out the terms and conditions for the placement. This will need to be agreed as part of the online referral process by your child’s home school. Parents cannot refer directly.
  • During the pre-referral stage you may consider arranging a visit with your child to the SRB. This must be done at a pre-arranged time.
  • No referral should be submitted to any SRB without first having a discussion with the relevant lead teacher
  • If a parent / carer considers an SRB placement is appropriate for their child, they should discuss this with their child’s class teacher or school SENCO in the first instance
  • If the child has an EHCP Co-ordinator an SRB placement can also be discussed with them
  • Referrals and admissions are managed by a county wide admission process at half termly admission meetings
  • Referrals are considered at half termly SRB Admission Meetings
  • Clear concise minutes are taken at each Admission Meeting
  • As soon as the minutes are finalised, SRB business support issue letters to parent carers with the outcome of the meeting and these are copied to the home school and relevant SRB
  • Transport will be arranged if the child meets transport criteria under our home to school transport policy

The above links to each school take you through to more detailed information about each of the Social, Emotional and Mental Health (SEMH) Bases.

For detailed guidance aimed at school professionals visit Norfolk Schools SRB.

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