'Pushed Out' Learners Education for Students with Additional Social And
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Meeting the needs of ‘pushed out’ learners Education for students with additional social and emotional needs Commissioning plan March 2016 Authors: Duncan Fleming Annette Jones Joanna Roberts 1 Contents 1. Introduction ................................................................................................................................ 4 1.1. Background ......................................................................................................................... 4 1.2. Characteristics of ‘pushed out’ learners nationally .............................................................. 5 1.3. Characteristics of ‘pushed out’ learners in Bristol ............................................................... 5 1.4. Objectives ........................................................................................................................... 5 1.5. Outcomes ........................................................................................................................... 6 1.6. Local education landscape in Bristol ................................................................................... 6 1.7. Help for children and families in Bristol ............................................................................... 9 1.8. Other support and intervention available in mainstream and special schools ..................... 9 2. Legal and policy context .......................................................................................................... 11 2.1. Legal framework ............................................................................................................... 11 2.2. Local policy ....................................................................................................................... 13 3. Current provision and support for SEMH students in Bristol .................................................... 16 3.1. Overview of current ALP commissioning arrangements ................................................... 17 3.2. Current alternative education provision framework ........................................................... 17 3.3. Full-time alternative learning provision .............................................................................. 18 3.4. Other in school support ..................................................................................................... 21 3.5. Part-time and other local alternative learning provision .................................................... 21 3.6. Cost and value for money ................................................................................................. 22 4. Needs and demand analysis ................................................................................................... 23 4.1. Summary .......................................................................................................................... 23 4.2. Pupil exclusions ................................................................................................................ 23 4.3. Demand forecasts ............................................................................................................. 24 5. Summary of stakeholder feedback .......................................................................................... 27 5.1. Analyse phase – stakeholder feedback ............................................................................ 27 5.2. Consultation on draft commissioning plan ........................................................................ 29 6. Research and good practice .................................................................................................... 30 6.1. Features of good alternative learning provision ................................................................ 30 6.2. Features of good commissioning arrangements for alternative learning ........................... 30 7. Key issues and potential for improvement ............................................................................... 31 7.1. Systems and leadership .................................................................................................... 31 7.2. Outcomes ......................................................................................................................... 31 7.3. Sufficiency of provision ..................................................................................................... 32 7.4. Quality ............................................................................................................................... 32 2 7.5. Commissioning and procurement arrangements .............................................................. 32 7.6. Equality and diversity ........................................................................................................ 33 8. Recommendations - overview ................................................................................................. 34 8.1. A new whole-system model .............................................................................................. 34 8.2. A new approach ................................................................................................................ 34 8.3. Partnership – taking collective responsibility for ‘pushed out’ learners ............................. 34 8.4. Pathway – developing a unified SEMH pathway to help improve outcomes for students . 35 8.5. Process – improving the quality of provision and achieve value for money through effective commissioning and support ......................................................................................... 35 8.6. Provision- sufficient, flexible and responsive local provision ............................................. 35 8.7. Participation- listening to the pupil and parents’ voice ...................................................... 36 9. Detailed recommendations ...................................................................................................... 37 9.1. A new provider framework agreement .............................................................................. 37 9.2. Contracts, quality and performance .................................................................................. 37 9.3. ALP hub ............................................................................................................................ 38 9.4. Provision ........................................................................................................................... 40 9.5. ............................................................................................................................................. 46 9.6. Summary of procurement recommendations .................................................................... 47 10. Funding of education for students with additional social and emotional needs .................... 48 11. Indicative timetable for local authority procurement and implementation ............................. 49 12. TUPE ................................................................................................................................... 49 Appendix A – List of Acronyms .................................................................................................. 50 Appendices Appendix A List of acronyms Appendix B Equality impact assessment Appendix C Needs analysis Appendix D Summary research and good practice Appendix E Stakeholder feedback – analyse phase Appendix F Consultation feedback 3 1. Introduction 1.1. Background This plan sets out proposals to meet the needs of students at risk of being ‘pushed out’ of the education system because of their behaviour, additional learning needs, special educational needs and/or other challenges. We have adopted the phrase ‘pushed out’ learners from a recent research paper by the Inclusion Trust (February 2015) that describes how thousands of young people across the country resist universal educational opportunities and find themselves marginalised from conventional schools.1 Many are permanently excluded; others simply disengage. Many have special educational needs; some have social, emotional and mental health difficulties (SEMH); others have challenging home circumstances. Some or all of these difficulties create barriers to accessing mainstream school. As a result, they become ‘pushed out’ of the system As a city we are committed to taking collective responsibility for these students, working together in partnership to enable students to learn in the setting that best suits them without the need for permanent exclusion, making sure we keep the child or young person at the centre of everything we do. The right setting might be mainstream school, special school or alternative provision (pupil referrals units, alternative provision free schools or independent alternative provision), or a combination of these. To achieve this we wish to establish a whole system approach, developing a unified pupil pathway for learners with additional social and emotional needs recognising that a personalised approach will be required for each student. Making provision for such learners is challenging as each student requires different approaches at different times. For each student to achieve their full potential the system needs to be flexible and responsive. We need a shared understanding of how all elements of the system fit together, and to make sure there is sufficient high quality provision across the system, in the right locations. As future funding for alternative