xploitation (CSE). They often are from families where parenting capacity and family relationships also affect their emotional wellbeing. The school has been involved in a local CAMHs pilot designed to encourage closer working relationships and increased professional understanding between school and CAMHS staff. The school looks to identify individual barriers and plan accordingly through detailed PEP analysis. It does not use a one size fits all model of intervention. The school run a flexible model as some students need varying amounts of support throughout their school career. The school ensure they act swiftly when the intervention and support needs to be increased or decreased. Evidence from agency meetings and learning mentor discussions will trigger a variety of strategies e.g. the CAMHs support. Where students have been at risk of exclusion, the school works swiftly with all agencies to put rapid interventions into place: • learning mentors and a member of SLT with responsibility to support them; • daily Head of Year support; • daily Behaviour Support Team involvement; • one to one support from Virtual Schools Team; • CAMHS input (including Tier 3 support from CAMHS where necessary); • 1:1 Mentoring both school staff and outside agencies; • support from the drug and alcohol team 1 hour per week in school; or • weekly counselling available Relationships beyond the school 61. The family arrangements for looked-after children can be complex. Most will live with foster carers, some will live in residential children’s homes, some will live with family members, and some, in very limited circumstances, may continue to live with their parents. All looked-after children will have a social worker and some may require the involvement of other professionals, e.g. SEN and CAM