The Role of the LEA in Commissioning Alternative Provision

LEA/0155/2004

Commissioning Alternative Provision

- The Role of the LEA -

Contents

1. Introduction P 1 -

2. Minimum Standards P 1 - 2

3. Strategic Planning P 2 - 4

4. Commissioning Provision P 4 - 5

5. Placement of Pupils P 5 - 6

6. Monitoring and Quality Assurance P 6 - 7

Appendices:

Checklists and other resources:

a) Equality and Diversity Impact Measures (EDIMS)

b) Commissioning From External Providers: A Checklist Of Basic Requirements

c) Checklist for Developing Contracts

d) Contracts between LEAs and External Providers

e) Admission of Pupils to Alternative Provision: Checklist of Information to be included in an Initial Referral Form

f) Pro forma for contract with partner organisations

g) Framework for Quality Assurance of Alternative Provision by External Organisations

1 1. Introduction

1.1 LEAs use a variety of different providers to fulfil their responsibilities to provide suitable education for young people otherwise than at school. Although this provision may take place in a variety of settings and may appear very different from the outside, there are some common requirements, laid down by legislation and good practice, which should be applied by all LEAs when commissioning provision and monitoring pupil placements.

1.2 This guidance suggests a framework to support LEAs in commissioning, monitoring and quality assuring alternative provision, and provides some model forms and procedures for LEAs to adapt to fit their own circumstances. These have been developed from examples which are currently in use by LEAs.

1.3 It provides a statement of minimum standards for alternative provision, and suggests ways in which LEAs can promote good quality in this provision under 4 broad headings:

a) Strategic Planning and Coordination

b) Commissioning Provision

c) Placement of Pupils

d) Monitoring and Quality Assurance

1.4 This guidance is being issued in parallel with Guidance for LEAs: PRUs and Alternative Provision, which brings together and updates guidance on PRUs and Alternative Provision in Circular 11/99 and other sources. These 2 documents are intended to be living documents, and will be available on the website at Teachernet . Over time, the examples of LEA documentation will be expanded, along with the addition of examples of good practice. Hyperlinks are included in both documents to enable access to more detailed information.

1.5 This guidance should also be read in conjunction with the statutory guidance Access to Education for children and young people with Medical needs which sets out national minimum standards of education for children and young people who are unable to attend school because of medical reasons. www.dfes.gov.uk/sickchildren.

1.6 We are very grateful to the LEAs who have generously contributed to the production of this guidance, through sharing examples of local practice and in shaping its format and content. In particular, we would like to acknowledge the contribution made by LEAs who participated in pathfinder activity in 2003, and by the IBAP Reference Group and the informal reference group of PRU and LEA colleagues who have commented on early drafts.

2 1.7 The LEAs involved in the pathfinder activity were: Birmingham, Cornwall, Hackney, Hartlepool, Manchester, Oxfordshire, Redcar and Cleveland, Waltham Forest and Worcestershire. A number of colleagues in these LEAs also contributed to development of this guidance, along with PRU and LEA officers from Barnet, Brighton and Hove, Gloucestershire, Havering, Kirklees, Slough and Tower Hamlets.

1.8 Preliminary consultation has also been held with a wide range of organisations, including includes representatives from all the teaching unions, LEA representatives, Ofsted, LGA, ConFed.

2. Minimum Standards

2.1 The minimum standards outlined below are derived from the revised framework for the inspection of local education authorities published by Ofsted and the Audit Commission, which came into effect from January 2004. These apply to all alternative provision including that which is provided by the LEA itself through pupil referral units, home tuition and other provision:

 The LEA’s strategy and planning are based on an up-to-date audit of need in the local area

 Schools are provided with information about the LEA’s provision for pupils who, by reason of illness, exclusion or otherwise, are educated other than at school (EOTAS)

 Guidance has been provided to schools about their use of Alternative Provision for pupils who remain on the roll of schools

 The LEA maintains a database which contains an up-to-date list of the pupils who are educated otherwise than at school, with details of their current educational placement and provision, and which enables regular monitoring and review of progress of Individual Learning Plans (ILPs) Individual Learning Plans on teachernet. See Section 5.8 of the Alternative Provision guidance for LEAs.

 The LEA has procedures for following up children of school age who may not be on the roll of a school or who are unable to attend school because of medical conditions and has arrangements in place that meet the minimum national standards set out in Access to Education for children and young people with Medical needs.

 Clear referral systems exist for accessing LEA provision in PRUs or other alternative provision, and ensuring appropriate admissions : See section 3.18 in the Guidance for LEAs

 The LEA satisfies itself that providers have appropriate insurance and has procedures to monitor the health and safety, and to safeguard the welfare, of pupils in Alternative Provision

3  The LEA monitors attendance and attainment of pupils in Alternative Provision and uses the results of monitoring to improve provision

 The LEA has arrangements for monitoring standards and quality assurance of alternative provision

 There is a system for supporting pupils returning to mainstream education and transferring at the end of their statutory education

 Costs of making provision for EOTAS pupils are shared with head teachers

 Procedures have been agreed between the LEA and other agencies to exchange information and to ensure that pupils of school age who are not on the roll of a school or who are unable to attend school because of medical conditions are identified

2.2 In addition, LEAs should satisfy themselves that their EOTAS provision offers a curriculum that supports pupils’ continuing education, enabling them to make progress, achieve approved qualifications and return to mainstream education or training wherever possible.

2.3 Effective collaboration with schools and local agencies is a pre- requisite of providing an appropriate range of Alternative Provision that is of high quality and meets the needs of all pupils who need to access it.

3. Strategic Planning of Alternative Provision

3.1 Provision for children and young people outside mainstream settings should not be seen in isolation from LEAs’ core policies on school improvement and promoting inclusion. In order to fulfil responsibilities in full, it is recommended that LEAs draw up an over-arching strategy for this area of work that:

 Makes clear the relationship between policies relating to alternative provision and other LEA policies

 States what provision is available for children educated otherwise than at school

 Articulates local approaches to prevent children becoming disaffected or requiring to access Alternative Provision for other reasons

 Recognises the importance of co-ordination of action involving several agencies, and supports collaboration with Children’s Services, Health, and Connexions (and others)

4 Standards Inclusion Local Preventative Strategy

Alternative Provision

3.2 It is suggested that the over-arching strategy for alternative provision also refers to the LEA’s approach to personalised learning and its strategy on 14 – 19 curriculum flexibilities and curriculum and qualifications reform, so that there is clarity about the relationship between these strategies.

3.3 In common with other strategies, LEA strategies for Alternative Provision will only be fully effective if they are linked to processes of challenge and on-going review. The high proportion of vulnerable children in alternative provision makes it even more important that local strategies are integrated with other strategies and plans and that the impact of local policies on patterns of admission to Alternative Provision is monitored, and challenged where necessary.

3.4 One approach to strategic monitoring might be to develop a process of audit and review based on the requirements placed on LEAs to demonstrate compliance with the Race Relations Amendment Act 2000. This places specific responsibilities on LEAs to monitor provision in terms of ethnicity. A similar approach can be taken by monitoring uptake by all groups so that LEAs are in a position to demonstrate the impact of local policies. In taking this approach, LEAs will need to establish a baseline on Alternative Provision, including the nature and range of local providers, the characteristics of pupils who access it, and their pace of their learning (including outcomes). This can then provide a basis for developing local impact measures to enable progress to be assessed.

3.5 Information gleaned from audit and monitoring trends can be used very effectively to inform local understanding of the demand for Alternative Provision, the reasons behind this, and any emerging trends or issues. It will also inform local reviews of policies on admission and reintegration and will be relevant to LEA’s wider SEN and inclusion policies. Ofsted expects standards, results, trends and costs of Alternative Provision to be routinely reported to elected members and other stakeholders, including schools and other providers. There is evidence to suggest that sharing the baseline position and regular reporting of trends can be a powerful source of influence in discussions with elected members and the local education community.

3.6 Examples of how impact measures can be used to monitor inequalities in relation to Alternative Provision are provided at Appendix A.

Commissioning Provision from External Providers

4.1 Most LEAs provide some suitable education for pupils out of school through placement in PRUs or similar LEA managed provision. It is important

5 that all provisions directly managed by LEAs are registered with the DfES as PRUs and that changes to local arrangements are also notified promptly. Information about statutory requirements to register all provision, and how to do this are provided in Guidance to LEAs: PRUs and Alternative Provision, Sections 4.2 – 4.4, 4.47 – 4.48.

4.2 A number of LEAs also use external providers to increase the range and volume of provision available. External providers may include FE colleges, work-based learning providers, voluntary and community groups, and provision organised by other statutory services (e.g. youth services). Use of external providers can be a useful supplement to LEA provision, particularly in meeting the needs of individual children or groups of pupils, and in responding to fluctuations in the demand for provision outside schools. However, it is essential that LEAs develop secure mechanisms that:

 ensure that provision meets minimum standards

 establish that the education offered is of acceptable quality

 safeguard the welfare of young people

 makes clear to providers what is expected of them

 ensure external providers are resourced sufficiently to meet the needs of young people

 provides robust reporting of progress (particularly in relation to attendance)

4.3 Where an external provider is used by more than one LEA, it is recommended that LEAs liaise closely to ensure that minimum standards are met, and that a lead LEA is identified for purposes of monitoring the quality of provision.

4.4 In placing pupils with external providers, LEAs (or schools whilst pupils remain in roll) remain accountable for the quality of education and have core responsibilities in relation to these pupils that cannot be delegated. These include, amongst others, responsibilities for health and safety, duties towards disabled pupils under the Disability Discrimination Act 1995, duties under the Race Relations (Amendment Act) 2000, and duties in relation to children with statements of SEN and children in public care. In addition, the LEA has an ongoing duty of care towards all pupils within its area.

4.5 LEAs should therefore have written documentation (through a contract or service agreement) that provides a clear framework within which pupils are placed with external providers. The basis on which pupils are admitted to Alternative Provision should also be made clear, with information about admission arrangements being made available locally. LEAs should also ensure that contractual arrangements with external providers and for admission of pupils are consistent with local policies and with statutory

6 requirements to promote equality of access by all groups.

4.6 Checklists are provided as Appendices covering:

 Basic activities to be undertaken when commissioning from external providers

 Items to be included when drawing up a Service Level Agreement (or similar contractual document)

5. Placement of Pupils

5.1 Lower standards should not be applied to placement of pupils with external providers than those applied when admitting pupils to LEA provision. Good practice identifies a number of features common to all forms of provision. These are particularly relevant in placing pupils who have experienced difficulties in their previous school careers. Key features of good practice include:

 Comprehensive referral arrangements, including information on:

- Attainment

- Social circumstances

- Behaviour

 Initial pupil assessment

 Partnership with parents

 On-going planning for individual pupils through use of Individual Learning Plans (see Individual Learning Plans) on teachernet and reference section 5.8 main Alternative Provision guidance .

 On-going liaison, as appropriate, between provider / schools / LEA

 Information about past education records / individual support needs

 Pupils have opportunities to attain a range of qualifications

 Regular access to services such as Connexions

 Individual Reintegration Plans

 Arrangements for reporting on attendance and progress

 Strategic exchange of data analysis to ensure that local stakeholders are kept informed about trends

7 5.2Checklists for commissioning Alternative Provision from external providers, developed from current practice in LEAs, are provided at Appendices B, C and D.

6. Monitoring and Quality Assurance

Data Collection

6.1 The collection and sharing of data is a key tool for monitoring provision and assessing the impact of local policies. In using data as a monitoring tool, LEAs will need data across a range of measures, including:

 Pupil characteristics:

o Ethnicity

o Gender

o Whether SEN or statemented

o Other individual characteristics (e.g. child in public care)

o Reason for admission

o Placement

 Attendance

 Attainment and outcomes

 Last recorded key stage score

 Destinations post 16

6.2 Collection of data also enables LEAs to benchmark, to make judgements about cost effectiveness of provision and to track the progress of individual pupils.

Mechanisms for quality assurance

6.3 LEAs have ongoing responsibilities towards pupils placed in Alternative Provision. Mechanisms should therefore be in place to assure the quality of provision delivered through external providers. In line with established practice for inspection in other areas of education, it is recommended that these be based on a system of self-assessment and development planning, linked to on-going liaison and review. Headings to be covered through self- assessment include:

8  Achievement and standards

 The quality of education and training

 Leadership and management

 Staff development and training

 Links with other agencies

 Arrangements for progression

6.4 Examples of questions to be posed under these headings are provided at Appendix G

6.5 In addition, LEAs may find it helpful to refer to the research commissioned by the DfES from Manchester University on the education of sick children. Their report Access to Education for Children with Medical needs – A Map of Best Practice (Ref RR393) includes self-evaluation tools for LEAs, providers and mainstream schools which enables them to assess how they are performing against the statutory guidance Access to Education for children with Medical needs.

9 APPENDIX A: STRATEGIC PLANNING OF ALTERNATIVE PROVISION

- EQUALITY AND DIVERSITY IMPACT MEASURES (EDIMS) -

Background

Every LEA must publish a race equality scheme, which describes their policies to promote race equality and provides details of steps being taken to comply with their duties to assess and monitor the effects of their policies. In order to fulfil these duties, an LEA is required to:

 Assess the impact of all its relevant policies on race equality

 Agree and implement an action plan to deal with any adverse impact it identifies

 Ethnically monitoring all aspects of its provision

Equality and Diversity Impact Measures (EDIMs) can be effective tools in fulfilling these responsibilities. The approach involves:

 identifying local issues relating to equality of opportunity

 developing targets to remove barriers within the local context

 monitoring the impact of policies and initiatives

EDIMs are based on an analysis of the local pupil population to identify the extent to which different groups are over or under represented. EDIMs can be used to comply with the requirements of the Race Relations Amendment Act, and can also be helpful in monitoring inequality arising from gender, disability (including SEN), geographical area, referring school, etc.

EDIMs measure progress against the locally developed baseline, and should be linked to clear milestones, monitoring and reporting procedures. Their effectiveness can be increased if they also relate to local targets across other areas of education and children’s services.

In constructing local EDIMs, there is flexibility about whether to state objectives in numerical terms (e.g. to increase attainment of LAC by ) or in more broad-based terms such as (to reduce the over-representation in Alternative Provision of working class boys living in …… estate within a 3 year period). With either approach, it is important to identify milestones so that change can be monitored at specific intervals over the timescale for the measure.

Constructing EDIMs for Alternative Provision

10 Step 1  Establish a baseline of data relating to Alternative Provision (e.g. pupil numbers, ages, pupil characteristics, outcomes) and identifying patterns of admission and achievement compared for different groups

Comparative analysis focusing on proportions rather than actual numbers of people from specific groups should ensure consistency of approach. Use of Connexions data and LEA data on school population and SEN may be useful in providing some baseline comparisons.

Step 2  Identify key issues for local monitoring (e.g. numbers of girls unable to attend school for medical reasons) and measures to reduce gaps over time

Although the small numbers of pupils in Alternative Provision mean that care is often needed in the interpretation of data, comparisons over time and with the wider school population may suggest local patterns and questions for further testing.

Step 3  Refine data requirements to include locally relevant information e.g.:

o Performance data analysed by ethnicity, disability, gender and by placement and programme

o Destination data disaggregated by gender, ethnicity

o number and proportion of all pupils leaving Alternative Provision who enter:

- Work-based learning

- Skilled employment

- Other employment

- Unemployment

- Destination not known

Step 4  Monitor and report on progress over time, through development of local Impact Measures which support the evaluation of equality of opportunity within Alternative Provision, and measure the impact of local policies.

11 Be explicit, if possible, about any links between these and local targets on:

o Reintegration (for younger pupils into school and older pupils into continuing education post 16)

o Permanent exclusions

o Attendance

o Attainment of children in public care

Identifying a small number of Impact Measures that are relevant to local priority areas will often be more effective than dispersing the focus over several less well-selected measures.

Examples of Alternative Provision Impact Measures

 To improve the accuracy of analysis by collecting data on all pupils placed by the LEA in Alternative Provision, internally and externally, broken by ethnicity, gender, reasons for admission, SEN status. [Add end date and milestones]

 To develop a range of programmes tailored to the needs of all pupils educated outside school settings. . [Add end date and milestones]

 To improve the level of attainment of all pupils in Alternative Provision at the end of Key Stage 4 by …. % by 2006.

 By [Date] to increase the proportion of pupils in alternative provision from minority ethnic groups who continue in education or training.

12 APPENDIX B: COMMISSIONING FROM EXTERNAL PROVIDERS

A CHECKLIST OF BASIC REQUIREMENTS

 An assessment of suitability is undertaken before placing pupils with new providers

 A contract / service level agreement is drawn up with every provider that:

o Details the nature of the arrangement

o Makes clear the LEA’s expectations, including curriculum content

o Reinforces statutory requirements

 Child protection checks and other aspects of suitability are completed prior to any placements being made

 A risk assessment is undertaken for each pupil prior to placement

 Steps are taken to ensure adequate insurance arrangements are in place and maintained

 Health and safety considerations are assessed, and issues dealt with

 Robust arrangements to monitor and report on attendance are in place

 Systems are agreed for keeping track of pupil attainment and progression

 Systems are developed for on-going review, quality assurance and continuous improvement

13 APPENDIX C: COMMISSIONING FROM EXTERNAL PROVIDERS

CHECKLIST FOR DEVELOPING CONTRACTS

Developed from contacts already used by LEAs

Pre-contract Information

1. Basic Information about the Provider

 Contact details

 Systems for obtaining and maintaining student information

 Processes of selection

 Baseline assessment

 Programme and timetable

 Full-time or part-time

 Targets for students

 Arrangements for monitoring, evaluation and reporting

 Previous Outcomes

 Destinations of past-students

 Development and training needs

 Any other information

2. Contractual Requirements:

 Child protection procedures in place

 Health and safety checked

 Insurance arrangements adequate

 Notification of Pupil Circumstances, including: - Changes in personal details (e.g. address, telephone number) - Changes in course designation (e.g. alternative/ additional courses)

14 - When pupil’s attendance falls below 20% - When pupil ceases to attend completely for a period of two but has been unsuccessful

3. Conditions of Funding:

 Regular attendance records for each pupil are provided on an agreed frequency and schedule of dates

 Details of every pupil’s entry for accreditation

 Post-16 progression plans

4. Payment Arrangements:

15 APPENDIX D: CONTRACTS BETWEEN LEAS AND EXTERNAL PROVIDERS

A checklist drawn from good practice to support the development of partnership and operational level agreements

This checklist has been adapted from LSC publication, Guidance for FE Colleges on Providing for Young Learners. The full guidance can be accessed through the websites of the following 3 organisations: Learning and Skills Council (LSC) - www.lsc.gov.uk/National/Documents/default.htm, Association of Colleges (AoC) - www.aoc.co.uk, LEA Curriculum Advisors’ Network (LEACAN) - www.leacan.org.uk.

Statement of Actions Required / Roles and Responsibilities

In providing education for pupils who live within [x] LEA, [Name of Provider] will

 Provide a structured programme of learning, with clear aims, objectives and methods, leading to a nationally recognised qualification, as listed on section 96  Provide young learners / the LEA / schools and their parents / guardians with all relevant programme details, i.e., term dates, whom to contact, timetables etc  Provide all tools, equipment and materials required  Provide a set of personal safety equipment required for all practical work where necessary and provide training in its use  Provide a thorough induction programme, to include health and safety, at the start of the programme  Carry out risk assessments on all aspects of programmes prior to the commencement of the programme  Provide a clear process for the reporting of accidents  Keep all young learners’ details in accordance with the Data Protection Act  Employ staff with relevant teaching and vocational experience  Collect and supply the necessary data for audit requirements  Contact the LEA / school immediately regarding any young learner whose behaviour or progress is causing concern

16  Where students are to be unsupervised, parents / guardians will be informed and their consent obtained  Provide an identified person to be available for support  Monitor progress and provide termly written reports to be forwarded to the parent / guardian. Discuss the reports with the young learner at the end of each term.  Record individual attendance and provide termly reports to the LEA / school  Notify the LEA / school of any timetable changes or any variation  Ensure that all accreditation costs are met  Comply with LEA’s centrally agreed drugs, bullying and disciplinary policies  Comply with LEA trips and visits guidelines and ensure that all necessary documentation is completed  Ensure that child protection regulations are adhered to and all staff working with pupils are CRB checked  Ensure moderation and quality assurance systems are robust and meet any external requirements  Provide learning support for young learners who require it  Ensure that staff receive appropriate training where necessary  Hold at least one open / parents’ / school evening a year  Provide work placements for young learners where appropriate and agreed, ensuring that they meet all legal standards and health and safety requirements  Provide a free meal where required  Provide a clear post-16 progression route in education, training or employment with training  Ensure that injury or loss insurance covers young learners under the age of 16  Invoice the LEA / school for the agreed amount on a termly basis  Attend regular progress meetings with the LEA / school to monitor all provider programmes

In placing pupils with [x provider], the LEA will

 Nominate an appropriate member of staff to act as the key contact and co-ordinator  Carry out a risk assessment of young learners it nominates for a programme

17  Interview prospective young learners with their parents and obtain written permission from parent for them to be taken onto the course  Provide in writing, prior to the commencement of the programme place, relevant detailed reports on the participant's circumstances, behaviour and educational status.  Provide an emergency contact number and information on any known medical condition  For young learners who are statemented as having special educational needs, provide information about these needs  Notify programme co-ordinator of any significant change or circumstances involving the young learners or details likely to effect programme delivery  Support the providers with concerns. Take responsibility for the following up of non-attendees after notification of absence and provide support if other problems occur  Assist the provider with carrying out the previously agreed disciplinary procedures and behaviour polices  Arrange, co-ordinate and finance transport to and from the provider  Remind the parents / guardians that travelling to and from the provider placement remains their responsibility  Attend all open evenings held by the providers  Ensure that all providers have the necessary health and safety arrangements in place  Settle invoices for the agreed payment within the provider's specified time  Attend regular progress meetings to monitor all programmes.

In addition, the LEA will

 Support training programme for providers  Assist with the production of policies to support the provision  Act as a consultant and visit placements regularly  Require that all provision meets legal and any additional requirements as specified in the contract, including health and safety requirements  Require that provision meets legal requirements.

18 19 APPENDIX E: SERVICE AGREEMENT WITH VOLUNTARY PROVIDERS – A PRO FORMA

This pro forma can be used for contracts or service level agreements with partner organisations. X is the name of the LEA, Y the public sector provider, and Z the name of the Alternative Provision project.

Service Level Agreement between X [LEA] and Y [Partner] in relation to Y [Project]

Purpose

The background to this service level agreement can be found in the:

[Insert details of rationale and decision-making, including any committee reports, proposals, or other reports]

The purpose of this agreement is to identify the respective roles and responsibilities of X [LEA] and Y [Partner] and to highlight activities necessary to achieve the agreed objectives for the project

[Summarise objectives or add reference to strategic documentation or proposal reports].

The scope of this agreement is limited to the placement of up to [insert number] of pupils at Y [Project]

[Add as required]

Aim and objectives of the Project

The aim of Z [Project] is to [e.g. provide programmes to meet the educational needs of pupils referred by X [LEA].]

The objectives of the project are:

- To deliver educational programmes to agreed standards

[Add as appropriate to specific project]

Activities and Services to be provided in Z [Project]

Y [Partner] will:

- Provide a structured programme of learning, with clear aims, objectives and methods, leading to a nationally recognised qualification, as listed on section 96

20 - Appoint staff with appropriate qualifications and experience - Comply with all statutory requirements including health and safety, child protection - Establish and maintain basic systems to evaluate, monitor and report on the educational progress of pupils - Collect agreed data in order to measure the impact of the project - Take account of relevant national guidance o [Add references as required] - Comply with drugs, bullying and disciplinary policies as agreed with the LEA. - Comply with LEA trips and visits guidelines and ensure that all necessary documentation is completed - Provide a clear post-16 progression route in education, training or employment with training

[Expand to meet local circumstances and characteristics of individual projects]

X [LEA] will:

- Nominate an appropriate member of staff to act as the key contact and co-ordinator - Provide in writing, prior to the commencement of the programme place, relevant detailed reports on the participant's circumstances, behaviour and educational status. - Support the providers with concerns. Take responsibility for the following up of non-attendees after notification of absence and provide support if other problems occur - Assist the provider with carrying out the previously agreed disciplinary procedures and behaviour polices

[Expand to meet local circumstances and characteristics of individual projects]

Resources and Staffing Commitments required

[Add specific resource requirements and budget details]

Payment Arrangements

[Add as relevant to local circumstances – frequency, per pupil or for the project as a whole, etc]

Monitoring & Evaluation

21 Y [Partner] will be responsible for the monitoring and evaluation of Z [Project], and will provide X [LEA] with information agreed for the purpose of evaluation and future planning.

Accountability

X [LEA] continues to be accountable for the education of individual pupils placed at Z [Project],

Y [Partner] is responsible for the day to day management of Z [Project], and for pupils attending the project, and will take steps to ensure that the health, safety and welfare of pupils placed at Z(Project) is fully secured, by meeting the legal requirements as specified in the contract.

Y [Partner] will provide information to enable X [LEA] to fulfil their overall responsibility for the planning of education of pupils in settings outside maintained schools.

Review of SLA This service level agreement will be reviewed every [Add frequency]] months and amended as appropriate.

[Add any other agreed arrangements for review]

Signed on Behalf Of Y [Partner]

Signed on behalf of X [LEA]

[Insert date]

22 APPENDIX F: ADMISSION OF PUPILS TO ALTERNATIVE PROVISION-

CHECKLIST OF INFORMATION TO BE INCLUDED IN AN INITIAL REFERRAL FORM

 Personal Details

– Young person’s name (including preferred term of address) – Date of birth – Gender and ethnicity (using standard ethnicity codes) – School year – Contact address, telephone number(s) and e-mail address(es) – Emergency telephone number(s) – Name of parent or carer – Any local identifying number (e.g. Connexions Profile number or Education UPN number) – If the young person has a Statement of Special Educational Needs, or has identified special needs.

 Referral Details – – Name of the referring agency (e.g. School, Connexions Service, Education Welfare, Youth Offending Team) – Name of link person (e.g. Connexions personal Adviser) – Address of referring agency, telephone number and e-mail address.

 School Details – Name and location of the last school attended – Last date of attendance

 Educational Status - The reason why the young person is not at school - Formal date of exclusion from school (if the young person has been permanently excluded or excluded for 15 days or more) - Date the referral was received (if the young person is new to district) - The date of removal from last school attended with reason for removal from roll (if the young person is not on the roll of a school for any other reason) - Name of medical consultant or other medical personnel (if the pupil is unable to attend school for medical reasons)

 Educational Information - Information about prior attainment, interests and aspirations - SATS results (if available) from school - Attendance record.

23  Status - Whether the young person falls into a vulnerable group (e.g.: looked after children, children unable to attend school because of medical needs, Gypsy/Traveller children, children of asylum seekers young carers, school refusers, teenage parents and young offenders)

 Other Agency Involvement – Name, contact person (name and role) and telephone number of any other agency, both statutory and voluntary, involved with the young person (e.g.: Social Services, YOT, Connexions PA, Teenage Pregnancy Coordinators )

 Medical Information – Medical information which might impact on the placement, for example: allergies, asthma, or regularly taken medication.

 Reasons for Referral – Reasons for referral (detailed and specific) – Whether these have been discussed with the young person prior to completion of the form (and their views)

 Parental Involvement – Referral forms should indicate what discussions have been held with parents/carers and their views

 Long Term Plans – Information about the long term educational and career plans of the young person (e.g.: what the young person is planning to do when leaving school, the qualifications the young person is intending to obtain or the type of career the young person is wishing to pursue)

 Risk Assessment – Any knowledge of risk or factors likely to impact on a placement – Any measures identified to mitigate risk

 Additional Information – Any additional information that may be relevant, such as family details, social emotional and behavioural factors and personal health.

 Recommendations – If an LEA operates a placement panel, the form may need to include a section which identifies the outcome of any Panel consideration.

 Placement

 Dates

24 - Of referral for placement - Of consideration by placement panel or similar - Of placement - Target date for reintegration or follow-up review

25 APPENDIX G: A FRAMEWORK FOR QUALITY ASSURANCE OF ALTERNATIVE PROVISION BY EXTERNAL ORGANISATIONS

This framework has been developed by Birmingham LEA, and takes into account current Ofsted / ALI inspection criteria. The framework underpins a self-assessment questionnaire, prior to a formal meeting between the LEA and the provider.

1. Achievements and Standards:

 What baseline data do you hold on pupils / students?

 What data do you hold on pupil / student progress?

 (For pupils in care) Who do you liaise with in the local authority to provide them with information of attendance and progress?

 How is “value-added” measured?

 Does the data you collect include details of:

- Prior achievement - Gender - Ethnicity - SEN / gifted and talented status - Attendance - Punctuality - Retention rates - Destinations - Overall trends

 How are individual targets / learning goals set and tracked over time?

 How do you promote students’ personal learning skills?

 How are students prepared for work or further study?

2. Quality of Education and Training

 What qualifications and experience do teaching / support staff hold?

 Have child protection checks been completed for all staff?

 What induction programmes are offered for staff and students?

 How do you match staff expertise to student need?

 How are learning programmes planned?

26  Do the programmes meet minimum requirements for time allocations (FTE)?

 How are programmes matched to student need, potential and interests?

 What range of qualifications can students take?

 What training do you provide for teaching and support staff?

 What time do teaching / support staff have for planning and assessment?

 How is student work assessed and monitored?

 What resources are available to staff and students?

 How are these resources managed?

 Is the accommodation suitable and adequate?

 How are good working relationships promoted between staff and students?

 How is the development of key skills incorporated into learning programmes?

 Are all health and safety requirements in place?

 How is health and safety monitored and reviewed?

3. Leadership and Management

 How are staff roles and responsibilities organised?

 What policies are currently in place? (Please provide copies)

 What development plans are in place?

 How are these plans monitored and reviewed?

 What quality assurance systems do you operate?

 How do you ensure equal access to learning and equality of opportunity?

 What financial systems are in place?

27  How is value for money monitored and evaluated?

 What internal communication systems do you operate?

 What is the level of liaison with the student’s family and other organisations?

 What student guidance systems are in place?

 How are student’s wider needs supported:

- Financial?

- Careers guidance?

- Personal needs?

- Medical needs?

- Child Protection?

 What arrangements are in place to fulfil legal requirements in respect of:

- Race Relations (Amendment) Act

- SEN and Disability Discrimination Act 2001

- National and local guidelines on trips and visits

- Health and safety

- Insurance