STEPS  -  KS4 R16 Alternative Provision Characteristics

 

Pupils attending the STEPS provision have a number of different Mental Health Characteristics which prevent them from attending school full time (25 Hours per week).

 

All pupils attending this provision have/are

• Anxiety

• Emotional Difficulties

• Long term non attendance

• Depression

• Victims of Bullying

• School phobia diagnosed by Consultant Psychiatrist

• Emotional Problems

• Attachment disorders

• Diagnosed eating disorders

• Depression

• Self harm

• High Level Mental Health Concerns

• Previous section under Mental Health Act

• Discharge from in patients unit

• Vulnerable sexualised behaviour

• Undergoing an EHCP Assessment because of the above needs

 

Additionally due to their individual needs the pupils require ‘extremely small group or 121’ teaching and are unable due to individual needs access fulltime education initially although this is the long term aim.  Pupils will start with shortened hours and once they have started to adopt strategies to help them manage their time in education this will be increased gradually to full time provision.

 

It will always be the intention to move the young person into a full time educational placement.

Initially this may be a move into Oswin Terrace or Shiremoor provision and then subsequently into either an identified mainstream, special school or into their Post 16 placement.

Students are kept on the roll of their mainstream school and, under the arrangement made under the Education Act 2016, will usually be dual registered.

 

 

 PLS Student Characteristics

 

Pupils in PLS will have a personalised timetable due to either –

• Medical Needs (supported by a consultant letter)

• EHCP – Education Health Care Plan

All pupils will have a timetable planned to meet individual needs and the will always be the intention to move the young person into a full time educational placement.

Initially this may be a move into STEPS or Oswin Terrace  and then subsequently into either an identified mainstream or special school or into their Post 16 placement.

Students are kept on the roll of their mainstream school and, under the arrangement made under the Education Act 2016, will usually be dual registered.

​

PLS – Personalised Learning Service

 

Who?

The PLS  forms part of the graduated model of provision at MAEPS to ensure all students receive a regular education.

The provision of teaching and support at PLS (The Bungalow), The Home or in another public setting, is for a very small minority of students who are not accessing education because of their EHCP or Medical Needs.

The placement starts as a 121 provision and gradually introduces more time and other students, where possible, to help pupils become engaged in education and society.

The placing of students on PLS is only made where there is substantial evidence the student will not be able to engage regularly in education within the main site, The Bungalow or Oswin Terrace – the placement is only made with agreement of parent/carer as well as –

• Medical Reasons  - Consultants letter and Fair Access Panel Agreement

• EHCP – Education Health Care Plan and SEN Panel Agreement

The first-contact for this area is: Mrs Karen Croskery – 0191 6436170  - karen.croskery@ntsss.org.uk

What?

The aims of area are as follows:

• Provide 1-to-1 teaching / access to education for students who have medical or SEN needs that stops them from currently attending full time education with the expectation that they will build up their access over time.

• Provide a time-limited intervention of ‘focused respite’ in terms of breaking cycles of not being able to attend full time education.

• Formulate a programme of mentoring that will make inroads into a young person’s perspective of themselves, others and the value of learning.

• Provide the opportunity for students to have regular contact with a school professional with expertise in SEMH – allowing for their welfare to be regularly monitored and where necessary, for the referral on to other agencies.

• Establish / re-establish working relationships between school professionals, family and any outside agencies.

• Provide an alternative educational environment that will likely lead to more successful outcomes in terms of a young person’s welfare, continuity of experience of education and the achievement of some qualifications rather than no qualifications.

• Provide a regular contact with MAEPS staff who can assist with research, correspondence and decisions around careers.

• Provide a gradual incremental approach to full time education

 

How? When? Where?

Students are referred into PLS via Fair Access Panel or SEN Team.

A 1-to-1 programme of delivery is devised by the PLS Teachers in agreement with the student, parent/carer and any other involved parties.

This agreement is based on the following principles:

• Teaching and other support will take place in the; Home, The Bungalow or in a safe, CCTV-monitored, public building within easy reach of the student’s home (this will usually be a library or café). (Prior agreement will have been made with the managers of the building for this to take place)

• When the pupil is able to access additional time this will be with other students and will gradually increase to allow students to work in small groups and access the social group on a Friday Morning developing Life Skills.

• The student, parent/carer and school will sign a ‘working agreement’ outlining expectations, acceptable conduct and commitments.

• The student will meet for a regular slot for an agreed amount of sessions each week.

• The focus will be on English and Maths in the first instance, with each student’s curriculum offer built-up from there.

• A log will be kept of all sessions on CPOMS.

• Where the working agreement is being repeatedly broken / not fulfilled, this will be referred to the Headteacher Karen Croskery and SLT – an education planning meeting will be called to review to the provision in place. MAEPS reserves the right to withdraw this provision at this point.

• All students on this placement have a ‘build up’ plan to extend their time in education gradually.