Prevent Exclusions Guidance - Reintegration Plan following Fixed/Permanent (FX/PX) Exclusion

Purpose of the document

The purpose of this document is to support mainstream schools or academies with good practice guidance for integration or reintegration of a young person after a period of FX/PX exclusion. The document will enable schools to be able to have a series of considerations when a reintegration of a young person is due to place.
To develop a support plan for schools, to outline effect reintegration considerations when a reintegration meeting is being held or awaiting to be held in School. The purpose is to support schools and young people with an effective, robust good guidance around reintegration and ensure that it has an impact rather than that of failing to lead to a successful intervention.

Guidance

Reintegration was defined by the Department for Education (DfES, 2004, as cited by Levinson, 2016) as efforts and strategies put in place by local authorities, schools and other stakeholders to return pupils to mainstream education after a period of absence, exclusion and otherwise.

Hillingdon Council

Our policies and procedures are intended to ensure fairness and inclusion for all. The council along with its partners, aims to create strong and resilient communities to promote cohesion and integration. Within Hillingdon, we are looking at ways in which we can 'include' rather than 'exclude'. Through using this guidance, considerations will be made from the school, when a young person has been missing Education for a period of FX/PX exclusion.

There needs to be consideration for the groups of pupils, with disproportionately high levels of exclusion. Nationally these specific groups of young people include young people with SEN, Travellers and Caribbean pupils. Within Hillingdon, this is different whereby we have a high level of exclusions of young White British boys. This is something that we need to consider when thinking around the support plan for young people and solid reintegration.

Reintegration following a Fixed Term Exclusion

Although the law states that schools can exclude a pupil up to 45 days, school exclusions should be for the shortest time necessary. Ofsted inspection evidence suggests that 1-3 days is often long enough to secure the benefits of exclusion without adverse educational consequences. There should also be considerations around the number of fixed term exclusions (sessions) a young person as had. Is this an effective behaviour sanction within school for the young person and can we look at alternative solutions set out in the Prevent Exclusions Guidance on page 10.

Prevent Exclusions guidance states that 'Whilst an exclusion may still be an appropriate sanction, the head teacher should take account of any contributing factors that are identified after an incident of poor behaviour has occurred. For example, where it comes to light that the pupil has suffered bereavement, has mental health needs or has been subject to bullying. Once a young person has returned to School from a period of FX Exclusion, it is important to:

Undertake a reintegration meeting to ensure a smooth transition back into Education
Imperative that parents, teachers and other agencies involved work together.
Open and frank communication between all parties is the best route to achieving success
School to work through a checklist of triggers and interventions, which may be causing the difficulties for young person: I.e., bereavement, mental health, bullying etc. Well-being and Mental Health tools can be accessed via (Anna Freud Centre)
Young Persons voice to be heard. This is a reflection on strategies that young person can use and develop, to ensure that there is not a re-occurrence of behaviour which led to FX/PX exclusion
Behaviour Policy and Building on successes - To outline with the young person, two separate targets the young person can work on from the school behaviour policy after reintegration - sharing values amongst all
Additional Support - What additional support can be put in place for the young person after reintegration. Can a 'My support Plan' be utilised and can goals be made with the views of the young person both at home and within School
An agreement on what is currently working well for the young person, whilst he has been attending School. Too much focus is on what hasn't gone well, it will be important for young people to reflect on what they think has gone well, what interests them and how they engage well in education.
Set clear goals (SMART), with the young person which have been Co-ordinated by the Teacher, parents and young person. Involving something at home, will also come into the plan. Referral to Early Help Support, dependent on the amount of fixed term exclusions - Early Help Assessment and needs to be consented.

Reintegration following a Permanent Exclusion (Fair Access Panel)

Permanent Exclusion should only be used as a final step when there is clear evidence to suggest that a wide range of other options have been tried. It is an acknowledgement of the School that it has exhausted all its available options for any child.

It is paramount that the reintegration goes smoothly and there are positive outcomes coming out of the meeting. See information about some good guidelines around this within Schools:

A reintegration meeting organised to ensure a smooth transition back into Education
Imperative that parents, teachers and other agencies (if applicable), work together. Open and frank communication between all parties is the best route to achieving success
What has the young person undertaken which has made the Alternative Provision (AP) successful during their time out of mainstream Education - building on this with the young person. It is important to keep young people engaged throughout this process
'Voice of the Child'- What thoughts of the young person during the time at the Alternative Provision, which include he or her thoughts, feelings and emotions to go back into mainstream School. Capturing this would be extremely useful.
Additional Support - What additional support can be put in place for the young person after reintegration. Can a 'Pastoral Support Plan' be put in place for the young person and can goals be made with the views of the young person both at home and within School (See Pastoral Support Plan good guidance on page 11)
Set clear goals with the young, which have been Co-ordinated by the Teacher, parents and young person. Involving something at home, should also come into the plan.
The PRU unit to remain part of the transition process when the young people reintegrated back into Mainstream School. A Monthly update meeting to be made with the School to keep the PRU involved and ensure young person remains on course with the Targets. This ensures that the young person continues to feel supported.
If there is a setback in mainstream Education, School should seek guidance from the Alternative Provision about options that could further be considered as well as contact the Vulnerable Learner Support Manager on - 01895 558670. It will be imperative to create a 'Team Around the School' so that key professionals are involved with these cases involving young people.

Reintegration meeting following Covid-19

The new guidance states that schools may offer blended meetings, if practicable. Considering the additional risks involved in bringing parents on site for exclusion meetings, there can be an offer of a hybrid option. This can involve a School planning to either holding the reintegration meeting face to face in 'traditional fashion' or may alternatively decide to host the meeting over the phone or MS Teams to further safeguard people from Covid-19.

Statutory Guidelines

School Exclusions risks after Covid-19

Exclusions from Mainstream Schools, academies and pupil referral units in England

Effective Practice and Post1- Transition

Published by Hillingdon Council - November 2020