Highfields Inclusion Partnership - Placements Booklet 2020/2021 Working together to create
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Highfields Inclusion Partnership
Placements Booklet
2020/2021
Working together to create:
Care and Safety
Re-engagement in Learning
Educational Achievement
Access to Holistic Support
Transition
Enjoyment of Life Itself
1
Overview
A response to:
i. Ongoing demand for placements at the Highfields – the general need for greater
‘movement’ i.e. young people exiting the service in a timely and constructive way,
to then allow for young people to enter.
ii. Specific concern over ‘blockage’ occurring at all levels, especially KS3, with young
people referred in with the too common expectation they will then remain at the
Centre regardless for duration of their school career.
iii. Concerns over some young people becoming too quickly 'stuck' at Highfields
without a supported second (and on occasion third chance) at mainstream school.
iv. A need to act more efficiently, in partnership with mainstream schools, to ensure
the vast majority of KS3 referrals return to a mainstream setting – to prevent them
becoming ‘institutionalised’ within a smaller setting.
v. A rise in young people in Stockport disengaged both from mainstream school and
PRU education - resulting in low attendance and, in some instances, involvement
in anti-social behaviour within the wider community during the school day.
2KS3 De-Escalation Placement
Typical Student Status: PARE
Standard Length of Placement: 1 Full Term / 13 Weeks
Rationale:
Provide support for young people designated as PARE.
Provide ‘focused respite’ in terms of breaking cycles of conflict, often rooted in high-
anxiety and fight responses - particularly where there has been a relatively sudden
escalation and short history of behaviour concerns.
Provide a smaller yet mainstream-orientated setting whereby a young person with
questions around the nature of their needs and roots of their disruptive / aggressive
presentation can be placed under a ‘gentle scrutiny’ through observation and
assessment.
Formulate a programme of mentoring that will make inroads into a young person’s
perspective of themselves, others and the value of learning – with a view to this being
carried forward by their mainstream school.
Provide practical, constructive recommendations to mainstream schools in terms of
the work they can carry forward for the young person – with a view to preventing
behaviour escalating in the future.
Establish / re-establish working relationship between school professionals, family and
any outside agencies.
In partnership with the referring mainstream school, plan and implement a
personalised route back to the school.
Pathway Milestones:
Referral via Secondary Panel for
Inclusion
Baseline / Formative Assessments
Targets Set (Week 2)
Start of Phased Reintegration
(Week 4)
Key Measures of Progress
- Attendance / Engagement Tracking
Halfway Review - TAPs Scores
(Week 6) - School Stress Survey
- Resiliency Scales
- PASS
- School Feedback
Exit Review Short Passport
(Week 12)
3KS4 De-Escalation Placement
Typical Student Status: PARE
Standard Length of Placement: Half-Term / 7 Weeks
Rationale:
Provide support for students designated as PARE.
Provide ‘focused respite’ in terms of breaking cycles of conflict, often rooted in high-
anxiety and fight responses - particularly where there has been a relatively sudden
escalation and short history of behaviour concerns.
Provide a smaller yet mainstream-orientated setting whereby a young person with
questions around the nature of their needs and roots of their disruptive / aggressive
presentation can be placed under a ‘gentle scrutiny’ through observation and
assessment.
Formulate a programme of mentoring that will make inroads into a young person’s
perspective of themselves, others and the value of learning – with a view to this being
carried forward by their mainstream school.
Provide practical, constructive recommendations to mainstream schools in terms of
the work they can carry forward for the young person – with a view to preventing
behaviour escalating in the future.
Establish / re-establish working relationship between school professionals, family and
any outside agencies.
Work in partnership with referring school to ensure continuity in studies. Where
necessary, review curriculum offer i.e. GCSEs / qualifications at the end of KS4.
In partnership with the referring mainstream school, plan and implement a
personalised route back to the school.
Pathway Milestones:
Referral via Secondary Panel for
Inclusion
Baseline / Formative Assessments
Targets Set (Week 1)
Start of Phased Reintegration Key Measures of Progress
(Week 3) - Attendance / Engagement Tracking
- TAPs Scores
- School Stress Survey
- Resiliency Scales
- PASS
Exit Review Passport - School Feedback
(Week 6)
4Y7 - Y9 Assessment and Transition Placement
Typical Student Status: PARE or PEx
Standard Placement Length: Until Transition - 2 Full Terms / 26 Weeks
Rationale:
Provide support for students designated as Permanently Excluded.
Provide extended support to break cycles of high-anxiety & fight responses.
Provide a smaller, specialist setting in which a young person with questions around
the nature of their needs can be placed under a ‘gentle scrutiny’ through observation
and assessment.
Provide a programme of purposeful, personalised learning, mentoring and enrichment
that will make inroads into a young person’s perspective of themselves, others and
the value of learning – with a view to them making a more positive return to a
mainstream environment.
Provide opportunity for more thorough, specialist assessment by Educational
Psychologist and/or HYMs alongside EHC Plan referral where appropriate.
Provide practical, constructive recommendations to new school in terms of the work
they can carry forward for the young person – with a view to preventing issues
escalating in the future.
Establish / re-establish working relationship between school professionals, family and
any outside agencies.
Pathway Milestones:
Referral via Secondary Panel for
Inclusion
Baseline / Formative Assessments
PLP (Week 3)
Halfway Review including PLP
(Week 12 - 13) → Transition Plan
Summative Assessments Key Measures of Progress
(Week 24) - Academic Levels
- Attendance / Engagement Tracking
- TAPs Scores
- Skills for School Assessment
- PASS
Exit Review Passport
(Week 26)
5KS4 Achievement and Transition Placement
Typical Student Status: PEx for Y10, PARE or PEX for Y11
Standard Placement Length: Until Transition into Post-16
Rationale:
Provide support for students designated as Permanently Excluded.
Provide an alternative educational environment that will likely lead to more successful
outcomes in terms of achievement of GCSEs / qualifications, in comparison to their
current projected outcomes within a mainstream educational environment.
Provide a smaller, specialist setting whereby a young person with questions around
the nature of their needs can be placed under a ‘gentle scrutiny’ through observation
and assessment.
Provide a programme of purposeful, personalised learning, mentoring and enrichment
that will make inroads into a young person’s perspective of themselves, others and
the value of learning – with a view to them making a positive transition to a post-16
environment.
Provide opportunity for more thorough, specialist assessment by Educational
Psychologist and/or HYMs alongside EHC Plan referral where appropriate.
Facilitate and support, in partnership with mainstream schools, a programme of
partial reintegration to widen the curriculum opportunities for each young person and
maintain their experience of a larger educational environment in preparation for their
post-16 transition.
Pathway Milestones:
Referral via Secondary Panel for
Inclusion
Baseline/Formative Assessments PLP
(Week 3)
Six Monthly Reviews PLP
Key Measures of Progress
Summative Assessments and Exit Review - GCSEs or Equivalent
- Alternative Awards
(4 Weeks Before Exams)
- Attendance / Engagement Tracking
- TAPs Scores
- Skills for School Assessment
- PASS
Final Exams and Post-16 Transition - Post-16 Destination
6KS4 PM Groups
Typical Student Status: Y11 PEx / PARE, Y10 PEx in Special Circumstances
Standard Placement Length: Until Transition into Post-16
Rationale:
Where other pathways have deemed to have ‘failed to reach’ a student – and in turn
they are presenting with more extreme behaviours and/or persistent disengagement.
They will involve a bespoke curriculum - maximising educational opportunities and
scope for achievement / outcomes.
The aim will always be to move students back into the main pathways.
Provide a low-stimuli, nurturing environment for students who have persistent non-
attendance and/or repeated episodes of high-agitation and conflict within the main
building.
Provide a time-limited intervention of ‘focused respite’ in terms of breaking cycles of
conflict, often rooted in high-anxiety and fight responses – particularly where there
has been a relatively sudden escalation and short history of behaviour concerns.
Formulate a programme of mentoring that will make inroads into a young person’s
perspective of themselves, others and the value of learning.
Provide time for the referral on to other agencies, with a view to addressing the
fundamental causes of non-attendance and/or high-agitation.
Establish / re-establish working relationships between staff at Highfields and the
young person.
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 achievement of GCSEs / qualifications.
Practicalities
The cohort is split into 3 classes of 6 students (i.e. 18 student places in total), with
each fully equipped class having a dedicated teacher and teaching assistant. The
centre also has its own ICT room and activity/lunch area, with lunch being provided
for all students.
The students follow a specific curriculum involving Maths, English, PSHE and
Careers.
The PM Groups lead teacher also organises personalised packages of support (such
as undertaking specific subjects in the Main Building) and whole-class themed
afternoons to provide further enrichment.
7KS4 Outreach Teaching
Typical Student Status: Y11 PEx, KS3 and Y10 in Special Circumstances
Standard Placement Length: Until Transition into Post-16
Rationale:
Provide 1-to-1 teaching / access to education for students who have persistent non-
attendance and/or repeated episodes of high-agitation and conflict within the main
building and PM Groups.
Provide a time-limited intervention of ‘focused respite’ in terms of breaking cycles of
conflict, often rooted in high-anxiety and fight responses – particularly where this
cycle is currently entrenched and exacerbated by negative peer groups.
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 our most disengaged 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 staff at Highfields and the
young person.
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 Highfields staff who can assist with research,
correspondence and decisions around careers.
Practicalities
Students are referred into Outreach Teaching via an internal referral form – we
do not except referrals for this provision from schools. From there, a 1-to-1
programme of delivery is devised by the Miss Wilson in agreement with the student,
parent/carer and any other involved parties. This agreement is based on the following
principles:
Outreach Teaching will take place in a safe, CCTV-monitored, public building near to
the student’s home. This will usually be a library. Prior agreement will have been
made with the managers of the building for this to take place.
The student, parent/carer and Outreach Teacher 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 –
3 to 5 sessions initially.
The focus will be on English and Maths – focusing on Entry Level and Functional
Skills qualifications.
Where the working agreement is being repeatedly broken / not fulfilled, this will be
referred to the Directors of Progress, SLT and any regularly involved agency – an
education planning meeting will be called to review to the provision in place.
Highfields reserves the right to withdraw this provision at this point.
8Bridging Placement
Typical Student Status: Any Year Group PEx or PARE
Standard Placement Length: 6 Weeks
Rationale:
Provide support for students designated as PEx or PARE where there is an
unanswered query (by parents/carers, referring school, SPI Panel and/or Fair Access
Panel) as to whether a Managed Transfer or attendance at a Pupil Referral Unit is the
most viable option.
Provide support for the student to move from their referring school to the trial school
in terms of:
o Registering, via the usual Admissions Process, the student at the Pupil
Referral Unit so that an immediate contingency plan is in place should the
Managed Transfer fail / start to fail.
o Undertake ‘fact finding’ with the referring school to build a clear picture of the
student’s strengths, preferences, needs, triggers etc.
o Organising a ‘Welcome Meeting’ at the school to which the student is to
undertake a Managed Transfer.
o Provide monitoring (phonecalls, visits) and, where required, advice and
additional support.
Provide practical, constructive recommendations to mainstream schools in terms of
the work they can carry forward for the young person – with a view to preventing and
de-escalating ‘exclusion level’ behaviours.
Provide short ‘respite’ placements of up to 5 days where the placement has started to
fail but it is felt that it can be rescued following a period of de-escalation, reflection
and restorative practice.
9KS4 EHCP Enhanced Placement
Places Available: On Demand
Placement Length: Agreed with LA – Late Y9 to Y11
Rationale:
In addition to the KS4 Achievement and Transition Placement:
When all places all local special schools are full, the Local Authority will ‘buy’
additional places for those students at KS4 who have an EHC Plan, SEMH profile
and PEx status. This will allow for Highfields to be named as provision on the EHC
Plan at provision until the end of Year 11.
These places are to help relieve additional pressure on the SEN system, student
and parent/carer.
They will involve a bespoke curriculum - maximising educational opportunities and
scope for achievement / outcomes - alongside a personalised budget to fund
support.
Examples may include a student who attends Highfields for core subjects but is
provided with a high-level of support to access a wider scope of courses at a
partner provision - be that mainstream school, college or vocational placement.
This support is typically in the form of a TA / mentor accompanying them,
provision for transport, payment for specific courses / places.
10“We have to go from what is essentially an industrial model of education, a manufacturing
model, which is based on linearity and conformity and batching people. We have to move
to a model that is based more on principles of agriculture. We have to recognize that
human flourishing is not a mechanical process; it's an organic process. And you cannot
predict the outcome of human development. All you can do, like a farmer, is create the
conditions under which they will begin to flourish.”
Sir Ken Robinson
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