Primary Education Reintegration Service The Crescent @ Hungerford Cheshire East

Exclusions 2012-2013 Permanent exclusions of primary school pupils has risen 13.9 per cent in a year to 690 - including 20 three or four- year-olds and 40 five-year-olds (all boys) 230 for being persistently disruptive, 200 for assaulting an adult in the school and 120 for assaulting a fellow classmate plus 140 other reasons such as damaging property In primary and secondary schools in England permanent exclusions rose from 5,080 to 5,170 162, 400 pupils received at least one fixed-term exclusion from school.  Again, the most common reason was persistent disruptive behaviour.

Ofsted - Unannounced behaviour inspections Schools may be selected for inspection because Ofsted has a cause for concern about behaviour, for example, arising from previous inspection reports, parents’ views, complaints, information from the local authority, and data about exclusions or attendance. The inspection will focus sharply on evaluating: pupils’ attitudes to learning and their conduct around the school and in lessons, both during the inspection and over time how well, and how consistently, pupils’ behaviour is managed on a day-to-day basis the extent to which the school’s culture promotes and supports good behaviour.

If the evidence gathered and scrutinised during the inspection indicates that behaviour or safety, or any other aspects of the school, may be inadequate the inspector should inform the school that it is likely to require a full inspection. The inspector should contact the school 10 minutes before arriving to announce the inspection to the headteacher or other senior member of staff. If no- one from the school answers the telephone, inspectors should arrive at the school and announce the inspection on arrival.

Aim To create a service that supports schools in transforming the lives and educational opportunities for the most at risk and vulnerable learners and enable them to succeed at least in line with their peers. Students would attend from across Cheshire East. They may have been excluded or are at risk of exclusion from their home schools. Depending on their age and need, they attend on either a full-time or part-time basis at Key Stages 1 & 2 for fixed periods Aimed at vulnerable learners in order to narrow the gap. We would aim to bring about a rapid and very positive transformation in children’s attitude to school, to increase their confidence and their willingness to work hard and achieve.  

Outreach services required No Attendance at PERS required Yes Meet School and other agencies Outreach services required No   Attendance at PERS required Yes Meet Pupil Meet Parents Meet School and other agencies Level of support identified and action plan created g Meet with PERS staff to make initial assessment and level of support required by school Action Plan created School ensures pre checks completed. Referral form completed Considerations: Length of time at PERS Number of sessions Other agencies requiring input Monitoring Transition School Identifies Pupil Return to mainstream education

How – initial needs audit School to identify needs of the pupil Initial needs of the school Needs of the child’s family Child must be identified as a vulnerable learner Health Care Plan Provision map Any other relevant paperwork

How to A referral would be made through the LA via an agreed process Informal advice could be sought from either centre but an official request for intervention would need to come via the LA. The head teacher or appropriate person of the referring school would then complete a needs audit.

Early Intervention/Outreach Support The PERS can support the referring school by: Visiting a setting to work with individuals and staff. Whole school CPD and strategies. Audit a school’s behaviour policy. Positive Handling training Provide reports to schools and support meetings. External professional advice. Bespoke support packages

Initial assessment by PERS Once a child had been identified as in need of the services an initial assessment would take place. The initial assessment would consist of a classroom observation, meeting with the Head Teacher, family support worker and class teacher of the current school with the PERS staff The PERS staff would also meet with the child’s parents or carers to discuss the needs of the child and how best to meet their needs. Last but definitely not least, the PERS team would meet with the child to discuss their thoughts and feelings and the expectations of the PERS.

Action Plan Once these meetings and observations have been completed and all relevant paperwork seen, such as statements or IEP/Individual Health Care Plan have been reviewed recommendations would be made for next steps. We would ask the school where the child was at present to instruct an Educational Psychologist report. The next steps would be tailored to meet the individual needs of the child and the school with the main aim for the child to return to full time education within a 6 week period. The recommendations would need to be flexible and could include many different connotations from the child in question being taught at the PERS full time to a half day per week visit depending upon the child’s needs.

The PERS During the 6 week period at the PERS the child could access the following: Access to the National Curriculum based on meeting the child’s needs with an aim to boosting confidence in areas where they may have fallen behind national expectations. This would be individually tailored educational provision. Counselling to address issues which have led to their current situation. Family support to help the parents/carers to understand the interventions and programs put in place by the PERS. Parenting classes/guidance if appropriate. CAMHS counselling if appropriate. Outdoor learning to increase self confidence, teambuilding and cooperation. Support from the Autism team if appropriate. Play therapy. Art therapy. Agency support as appropriate.

Reintegration Towards the end of their time at the PERS much of the work would be spent on reintegration into mainstream education. This transition period is crucial for the child returning to full time education. Plans need to be in place for the child to return to full time education. Staff from the PERS would work very closely with the school to ensure a smooth transition. Staff from the PERS would continue to monitor the transition following the return with the schools agreement. Other outside agencies such as family support may continue to work with the child and family for a longer period of time. Member of staff from the home school would be key to a successful reintegration.

Quality Assurance We will ensure a rigorous quality assurance process with shared outcomes in such areas as: Safeguarding Health and safety Equality and diversity Data protection Reporting and recording We will ensure this quality by both internal and external inspection processes by the LA and external partners to ensure quality

Contact Details Crewe Site: Mr Damien Sweeney Tel: 01270685090 Mob: 07545158901 Email: damien.sweeney@cheshireeast.gov.uk

The PERS at Crewe Head of Centre Family Support Worker Outdoor Learning Instructor Teaching Assistant Educational Psychologist SENCO

Weekly Timetable Monday 9:30 – 2:30 Tuesday 9:30 – 2:30 Wednesday 9:30 – 2:30 Thursday 9:30 – 1:00 Friday 9:30 – 2:30 Thursday PM is for team meetings and outreach work. The Crescent team will also meet with representatives from the LA to discuss children whom we have worked with and children we will be working with in the future.