Transition to Pupil Referral Unit

 
 

Transition to Pupil Referral Unit

Transition from a PRU or AP setting is a daunting prospect for all concerned but with careful planning can be successful. Key points to remember are the anxieties that will be present for all parties:

  • The child has been successful in AP and wants that to continue

  • The parent has had a positive experience working with an AP setting and their child has been successful

  • Teachers may be concerned that previous behaviours may reoccur

For the purpose of this document it is important to consider Year 6/7 transitions separate to Year 8 to 11 because the receiving school in Year 7 will have no prior knowledge of the student.

Good practice taken from the commissioned service – OneHull Supported Transition

1)    Provide 10 weeks of 2 day per week on-site provision for year 6/7 pupils identified as SEND with SEMH (as primary or secondary area of need) to include:

  • Assess - robust assessment and baselining of social and emotional development and cognitive abilities from which curriculum content, individual support plans and teacher CPD are developed. These will include as a minimum

    ○      Boxall or Thrive Online assessment

    ○      Assessment of reading abilities. E.G. GL NGRT or other recognised test

    ○      Other assessments deemed appropriate. E.G. GL PASS, numeracy age testing

  • Assess - consultation meeting with mainstream school staff, parents and child to identify further barriers to successful engagement in mainstream setting. Other agencies supporting the child/family should be involved in this process E.G. Early Help, Children’s Social Care, third sector support services

  • Plan - bespoke transition support plan covering AP and mainstream setting which identifies:

    ○      baseline data

    ○      priority areas of need

    ○      curriculum content/foci (specifically in relation to priority areas of need)

    ○      precise support strategies for adults to implement with the child to reduce likelihood of disengagement, de-escalate, promote improvement in priority areas of need

    ○      strategies for child to implement to remain emotionally regulated, resilient and able to engage in learning and communicate their emotions in a safe and clear manner

    ○      and adults providing support, target/milestones, reward

  • Do – implement 10 weeks of *2 day per week provision within AP setting

2)    Provide a ten week package of support to schools who commission service 1 which will include as a minimum:

  • Do – implementation of the support plan(s) across the curriculum in the mainstream setting, drawing upon the Education Endowment Foundation Guidance “Putting evidence to work – A school’s guide to implementation” including:

    ○      on-site and remote support and coaching for SENCo/Pastoral Leads to plan for the implementation of the support plan(s)

    ○      provide at least 10 hours direct contact within mainstream setting to:

    ■      model delivery of support plan interventions to pupils

    ■      provide coaching and supervision to teachers and leaders

    ○      Observe and provide feedback on implementation and delivery of support plan across the curriculum

    ○      Provide a solution focused approach to challenges faced by the child/school

3)    Co-lead the formal evaluation of service 1 & 2 alongside mainstream SENCo/pastoral lead and assess readiness for full reintegration into the mainstream school curriculum by:

  • Review - use robust formative and summative assessment data to make informed judgements on the effectiveness of service 1 & 2 and plan for refinements in support

  • Review – take account of the views of the child, parent and mainstream staff to inform refinements in the support plan or contribute to the reintegration plan

4)    Support the reintegration into full time mainstream curriculum by:

  • Assess – gaps in knowledge and identify wave 2 interventions that will continue to address social, emotional and academic progress

  • Assess – risks within the mainstream environment that potentially undermine the effectiveness of the support plan and implement mitigating action

  • Assess – identify on-going CPD for teachers and leaders and provide support for SENCo/pastoral leaders to plan and implement this in order to build capacity

Good practice

The Secondary School is identified by PRU/AP as the best setting to meet the needs of a student for transition. This decision is then ratified by the Fair Access Panel after two successful terms.

  • Parents and carers have individual meetings with both settings

  • Full assessments and family history is shared with the school

  • Short placements are arranged in the summer term with staff from PRU

  • Short placements are arranged in the summer term without PRU staff

  • EWB interventions are established in school with key personnel identified

  • Positive handling plans /triggers shared and discussed with all parties

  • ‘Walk around the school’ visits are arranged with parents/carers

  • Visual timetable is provided with a map

  • Daily emotional check in for student on arrival

  • Timetabled plan to increase time in school is agreed from the beginning

  • Weekly review with the PRU/AP setting

  • Remain dual registered with the PRU/AP setting until ratified by the Fair Access Panel

CORE OFFER-Good Practice Enhancements

  • Transition plans and all supporting assessments shared by the AP setting with the receiving school

  • AP to offer transitional support worker as part of the transitional partnership

  • Receiving schools have open communication with staff about the needs of the children

  • Schools demonstrate an ethos of inclusion

  • Schools EWB practitioners and/or pastoral staff to act as key link for returning students

  • Peer Mentor Programme and ELSA implemented to help students emotionally manage the transition

SUPPORT FOR OUR MOST VULNERABLE PUPILS (*criteria below)

  • Students in transition from AP to a secondary who are recognised as most vulnerable will have a multi-agency support plan, created by all supporting professionals agreed through a multi-agency Meeting (MAM). Students with involvement with HYJS, are looked after and are recognised as SEN (K or E)

  • Additional visits arranged to support transition as a bespoke offer involving the distribution of management strategies. This transition will work in close collaboration with parents and AP and secondary school staff. This transition will have clear support from all supporting practitioners to avoid further exclusion or marginalisation from school.

SUPPORT FOR THE MOST VULNERABLE PUPILS-Good Practice Enhancements

  • Frequent meetings with AP and secondary to maintain successful transition

  • Bespoke programmes created around the needs of individual pupils

  • Multi-agency approach evidence through MAM

*Vulnerable pupils can be classified using one or more of the following factors when considering a bespoke transition:

  • Pupils with special educational needs (SEND)

  • Pupils with an Educational Health Care Plan (EHCP)

  • Pupils with social worker/social care involvement

  • Pupils with social or emotional health needs

  • Pupils who are looked after (LAC)

  • Pupils with repeated fixed term exclusions

  • Pupils with poor attendance

  • Families accessing Early Help support