What makes a good internal provision for pupils with SEMH?

A blog by Mrs Janice Cahill OBE

During my career, I was fortunate to run a highly successful PRU for 26 years and during that time as an NLE invited to work in several authorities as their Interim Executive Head to review and re purpose their PRUs/Alternative Provisions. I have optimistically, believed, that the door should always be open for all pupils to return to their mainstream school following a period of time in the PRU/AP. The placement within the PRU/AP should not signal the end of their mainstream school education. We all at some time may need additional support and this is how I viewed my pupils. My PRU acted as part of the continuum of education, ensuring that they could return to their mainstream or another mainstream school, armed with a range of skills and competencies which would ensure they could be successful learners. However, the schools I worked with also recognised that they had to make changes to their approach to pupils with SEMH and this included whole school CPD and a change in classroom practice.

I am currently working with both primary and secondary schools to set up their own internal provisions but we have removed the word ‘Alternative” as the aim is to ensure that these pupils remain within their school community and can thrive within that and not need to be removed to an external placement. I have used my book to develop these provisions so that schools had a reference of what they can do.

 These are the top ten tips I have asked the schools to consider

1.       Sit down and write on a piece of paper your top five issues around SEMH in your school. Ask your school community to do the same and then collate the list.

2.      Meet with the local authority, SEN and Inclusion leads. Where do they see the gap and what can they do to help you to set up the new provision.

3.      Write the criteria for the provision, which Year group or Key stage and the number of pupils you will be able to support for the timed placement, which will be developed alongside a clear reintegration plan.

4.      What staff do you need and can staff from across the school or MAT be seconded in the first instance to lead the provision and provide high quality education?

5.      What will the curriculum look like? Will this be a thematic curriculum which sits alongside an emotional literacy programme – which is the reason they have been referred.

6.      Identify the costs of running the internal provision. Do not miss out any hidden costs because someone has to pay for the things you might overlook for example the maintenance of the building. What funding is available and how do you calculate your daily costs?

7.      Agree an admissions contract which states clearly what is each other’s responsibility but also have a very clear exit plan.

8.      How long will the pupils stay in the provision? What will the provision look like on a daily basis and what do you want your pupils to achieve?

9.      What support will you put in place for your staff to ensure they do not feel vulnerable and can leave at the end of the day feeling safe. Establish an end of day de-brief.

10.  How can you use the school’s expertise to complement the desired curriculum. By having mainstream teachers working within the Internal provision positive CPD can be generated.

With the schools I have been working with, we have written a strategic plan a development plan and documentation which will ensure that these provisions will not be areas where pupils are sent to as a punishment. They will be provisions where pupils can have effective support and interventions which will enable them to return. To their mainstream classes equipped with a range of skills they can apply to help them self-regulate and learn. More importantly, the staff within the school will have a better understanding of their needs and will be more effective practitioners who want those pupils with SEMH in their classrooms.

After my first Ofsted inspection I was interviewed by the BBC who asked how did I know we made a difference to our pupil’s lives. My response was ‘It’s like magic”! As you can imagine this response did not really reflect the data collection and evaluation we had in place and that hard data is needed to support any work you do to ensure that it is indeed meeting need and is value for money. With the work we are currently doing, we have set up a group to look at the project and the research is being led by a Clinical Psychologist who has been pivotal in this work being developed.

The areas we are initially focusing on are:

·       The impact of the provision on the pupils SEMH

·       Implementing good assessments which can show what the needs are and help establish a clear plan for interventions

·       To look at pre and post placement behaviours including attendance, punctuality and academic learning

·       Development of personalised targets for the pupils around managing relationships, reducing distress and ensuring they have their own ‘tool box’ of how to manage and cope within their school environment.

·       Families will feel supported and can contribute to their child’s happiness when at school and know that their voice is heard.

·       That there is a whole school approach towards enabling these pupils to be successful and for each professional to reflect on their own classroom practice.

To collate this data will take time if it is to be measurable and be a useful guide to what comes next, but all the professionals involved are fully committed to making this work.

After all this is not Rocket Science! It’s called education for all.

Janice is an Independent Education Consultant and author of ‘The Best Outcomes for Young People, Lessons from a PRU Headteacher’.

Email: janicecahill58@googlemail.com

Related Title: https://www.criticalpublishing.com/best-outcomes-for-young-people

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The rise of Internal Alternative Provision – what’s working and what’s tough