Improving the links between PRUs, EOTAS provision, Special Schools and mainstream schools

• The National Behaviour and Attendance Review (NBAR) was published in May 2008. Although the report recognised that there was some excellent EOTAS provision, reintegration of pupils and further disengagement was an issue. The report recommended:

• Behaviour Recommendation 9• Schools and LAs should be encouraged to experiment

with their provision of alternative schooling on a LA or a collaborative LA basis. On-site centres (mainstream), ‘small schools’, ‘second chance schools’ or different settings to reduce pupil disengagement should be explored.

Provision Outline• This programme offers mainstream pupils an alternative provision for those at

risk of permanent exclusion, by providing an accredited course that matches learning styles to teaching styles, and works to raise confidence and self-esteem whilst encouraging participation and self-expression.

• Pupils attend for one term and have the opportunity to work towards six different forms of accreditation. Attendance and Behaviour will be monitored throughout, and parents/guardians are encouraged to be involved as much as possible.

• The amount of time based in mainstream school will increase, as the programme progresses, with the desired outcome of a full integration back to school.

• The partnership creates the opportunity for pupils to work on behaviour and to improve academically.

Aims• To provide a safe and welcoming environment• To raise self esteem• To encourage participation in a programme of learning• To achieve a form of accreditation• To allow young people the opportunity to express themselves• To give young people time to reflect on any behavioural

issues• To discuss possible coping strategies for school• To offer different forms of learning• To teach young people new life skills• To encourage young people to ask for help when needed• To build the confidence of young people• To help young people reintegrate back in to mainstream

school

Objectives• Provide a wide and varied programme, that’s both

interesting and fun• Provide each pupil with a portfolio that records

the good work they do• Challenge all bullying, prejudiced and

discriminative behaviours• Allow 1:1 time for each pupil• Pupils to build a positive relationship with staff• Recognise different learning styles• Encourage, praise and recognise everyone’s

positive actions• Maintain a good relationship with both parents

and schools to ensure a smooth transition to reintegration

• Encourage respect for all group members

Referral Criteria• Pupils will be in key stage 3 only, and at School Action Plus. It is expected

that most pupils will be in Year 7 or Year 8 in order to ensure successful early intervention. 

• Pupils will be identified between the SENCO and the Behaviour Support Teacher. Pupils must be judged to have a chance of a successful return to school.

• Parental support and agreement to the placement is essential. A representative from the school is encouraged to visit during the course. 

• Due to the nature of the course delivery the health and safety of the group is paramount when selecting pupils. Following interviews, up to six placements will be made to the course.

AccountabilityEach pupil will be tracked once involved in the provision.

The outcomes measured include;

• Attendance percentage – recorded termly and yearly: before, during and after intervention

• Exclusion days received – recorded the same way as attendance• The Reintegration Readiness Scale• Self Evaluation• Behaviour score• Accreditation earned

Reintegration Readiness

The Reintegration Readiness Scale is completed by school staff to generate a score for each pupil.

It consists of 79 questions on the following;• Self control and the management of behaviour• Social Skills• Self-Awareness and confidence• Skills for learning• Approach for learning

Each pupil is scored 1 – 4 for each point (1=never, 4=always) which generates a score out of 312

This Scale is revisited at the end of the provision, and then again 6 months later

Self EvaluationPupils complete the self evaluation 1:1

with a member of staff to discuss each point

They score with a red pen for an initial score, and are encouraged to elaborate on each score given for “now”

They are then asked to mark each point in green for what they would like each score to be

Staff are then able to discuss with each pupil, how they can get from their red score to their green score – setting an achievable target for each point they feel needs work

At the end of the provision pupils revisit this process to give themselves an end score – which can be compared to their original score, and more targets can be set if required

The Programme•The pupils attend school 1 day a week for the first 6 weeks – in a protected environment, working on basic skills

•Following the half way review pupils begin to attend lessons

•We have developed a more “phased” approach to their full reintegration

•The projects on offer are reviewed at the end of every term by staff – taking pupils feedback in to consideration

Projects – Past & Present

• Cardiff Park Rangers Service• Fishing• Cycling and bicycle maintenance• First Aid• Foreshore MXC (Motorbike course)• Life Saving• Cardiff Outdoor Activity Team• Fitness• Cardiff Riding School• Allotment Project• Cardiff City FC

BehaviourEveryday each pupil receives a behaviour score out of 25

They can earn up to five points for each of the following rules;

1. Arrival2. Listen & Speak3. Follow Instructions4. Keep hands and feet to yourself5. Remain on task

At the end of each day all pupils discuss their points as a group

AccreditationWe offer the following accreditation:

• Agored Cymru (OCN Credits)• Youth Challenge Award• Bronze Youth Achievement Award• Young Leader Award• Lord Mayors Young Achievers Award• Rookies Life Saving Award

Youth Mentoring

We have created a partnership with Cardiff’s Youth Service. They provide a Community Education Officer who allocates 10% of their week with up to two pupils.

They become involved for the final half of the term with the VIP, and work with the pupils for six weeks after the programme – to ensure a smooth transitional period.

Changes Implemented• Time in school - one day a week• Created new OCN units/accreditation• Self Evaluation – for pupils to score themselves• Youth Mentors put in place• New projects• Schools take part in neighbourhood clusters• Created new accreditation booklets for pupils to work from• A web page has been developed to showcase pupil’s achievements and

create a forum of communication

1st Year Results

The Future

Currently funded until the end of the 2011 academic year

Cardiff University have carried out a research project to establish the viability of the provision

First year figures show:

• Exclusions down by a third

• Attendance increase of 4%

• Pupils attained 79% of accreditation on offer

Evaluation Report

• Cardiff University

• Quantitative analysis-to evaluate the impact of the project

• Qualitative analysis- to interpret the reasons for the changes observed

Quantitative analysis –various tests

1 Exclusions pre and during programme

2 Exclusions pre and post programme

3 RRS pre and post

4 RRS pre and 6 months post

5 RRS post and 6 months post

Results

• Test 4- RRS pre and 6months post showed a statistically significant increase

• Other tests showed mean score differences indicating increase in RRS and a halving of exclusions

Qualitative analysisthematic identification and analysis

Positive aspects identified by pupils were

• activities

• perception of programme

• approach to discipline

• relationships

Negative influences identified

• Reintegration-weaning off the programme

• External factors beyond the control of staff

Pupil perceptions

• All interviewees were positive about the experience

• Pupils motivated by the activities but also the accreditation attached- even when they didn’t attach a high rating to the activity

• Relationship with staff meant that rules and discipline was more acceptable to pupils

• Clean slate

• 5 clear rules easier to follow

• Understood what was expected of them

Virtual Inclusion Programme

http://www.brynyderyn.cardiff.sch.uk