e more severe consequences that would arise if the harassment continued. 127 2. Early help 494. In line with managing internally, the school or college may decide that the children involved do not require referral to statutory services but may benefit from early help. Early help is support for children of all ages that improves a family’s resilience and outcomes or reduces the chance of a problem getting worse. Providing early help is more effective in promoting the welfare of children than reacting later. Early help can be particularly useful to address non-violent HSB and may prevent escalation of sexual violence. It is particularly important that the designated safeguarding lead (and their deputies) know what the local early help process is and how and where to access support. 495. More information on early help is set out in Part one of this guidance with full details of the early help process in Working Together to Safeguard Children. 496. Multi-agency early help will work best when placed alongside strong school or college policies, preventative education and engagement with parents and carers. 497. Schools and colleges, as relevant agencies, should be part of discussions with statutory safeguarding partners to agree the levels for the different types of assessment and services to be commissioned and delivered, as part of the local arrangements. Safeguarding partners should publish a local threshold document which includes the process for the local early help assessment and the type and level of early help services to be provided, and designated safeguarding leads (and their deputies) will need to familiarise themselves with this document. 498. Early help and the option to manage a report internally do not need to be mutually exclusive: a school could manage inter