Reintegration Guidance following a Suspension or Permanent Exclusion
Purpose of the document
· The purpose of this page is to support mainstream schools or academies with good practice guidance for integration or reintegration of a young person after a period of Suspension / Permanent Exclusion. The document will enable schools 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 reintegration considerations when a meeting is being held or awaiting to be held in School. The purpose of the document is to have an impact on reintegration and to be a successful intervention strategy when schools are working with the young people and families following a Suspension /Permanent Exclusion.
Guidance
The guidance states that schools must have a strategy for reintegrating students. Schools should consider what support is needed to help the pupil return to mainstream education and meet the expected standards of behaviour.
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 Suspension /Permanent 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, black and Caribbean pupils as well as travellers of Irish heritage. Within Hillingdon, we have a high rate of young people who are White British who are Suspension /Permanent Excluded from Hillingdon Schools and although this is something we need to consider, as a local authority we need to ensure that we have transparency with all young people who are excluded from Hillingdon Schools.
Reintegration following a Suspension
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 suspension without adverse educational consequences. There should also be considerations around the number of suspensions (sessions) a young person has had. We need to question is this an effective behaviour sanction within school for the young person and can we instead look at alternative solutions.
Exclusions guidance states that 'Whilst a suspension may still be an appropriate sanction, the head teacher should take account of any contributing factors that are identified after an incident of challenging 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 Suspension, specific guidance that can be followed include:
· Undertaking 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 as well as support via Hillingdon's LEAP portal.
· 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 Suspension.
· 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 core values around this
· Additional Support - What additional support can be put in place for the young person after reintegration. Can a 'Pastoral 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/she has been attending School. Avoid there being a focus 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 school, parents and young person. Putting a support plan in place, in conjunction with transactional targets at home, will ensure an effective partnership between home and school. If parents feel things are already working well at home, then school should utilise these within the school provision, to support young person
· Referral to Early Help Support, dependent on the amount of fixed term exclusions - Stronger Families - Hillingdon Safeguarding Children Partnership Arrangements - Hillingdon Safeguarding Children Partnership Arrangements needs to be consented by parents and offers a whole family approach.
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 young person.
It is paramount that the reintegration goes smoothly and there are positive outcomes coming out of the meeting. Information around a robust reintegration plan is as follows:
· 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 involved, is the best route to achieving success
· The settling in process - Preparation from the school and settling in process is to be comfortable and attainable. Examples include structure, timetable and ethos of the school, which can be shown with ease, which will make the tasks easier for staff to carry out
· What has the young person undertaken which has made the Alternative Provision (AP) successful during their time out of mainstream education? - building on this success with the young person. It is important to keep young people engaged throughout this process
· 'Voice of the Child'- What are the thoughts of the young person during the time at the AP, which include what he or she thinks and feels about going 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
· Set SMART goals with the young person, which have been Co-ordinated by the Teacher, parents and young person
· The Alternative Provision 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 AP involved and ensure the young person remains on course with the Targets. This ensures that the young person continues to feel supported.
· There is a high expectation being put on the AP students, who will start with little or no confidence. As much as schools are willing to reintegrate students back into their schools, there should be a clear message with these students, to show a level of flexibility, discretion and understanding
· Constant Liaison officer - Schools to allocate a specific officer to the young person being reintegrated from AP. This would allow the student to express their concerns or worries about their experiences and the officer can build a non-judgemental idea of a situation and can become the bridge to provide that necessary support
· Communication - Staff should not use the AP as a punishment for not doing what they are told. Staff should be mindful that they shouldn't use this as a punishment for bad behaviour, as this could hinder confidence and belief with the young person, who has been able to progress from AP back into mainstream
· 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 the Local Authority by emailing exclusionsupport@Hillingdon.gov.uk.
· . It will be imperative to create a 'Team Around the Child' so that the key professionals that are involved can support young people.
Case Studies
These case studies have been developed by Hillingdon Council and information has been shared by young people about their experiences of reintegration and transitions that has been undertaken from an AP unit to mainstream school.
Case Study One
One student has stated that he felt he was treated more unfairly than the other students based on their history, and comments that have been made knocked his confidence. Young person has stated that if he was to have someone available, like a school liaison officer, then this would have allowed him to vent his frustration about his experiences, and the officer could build a non-judgemental idea of a situation and provide the bridge to provide that necessary support.
Case Study Two
A young person who attends an AP has stated that staff have mentioned to them that they would go back to The AP unit as a punishment for not doing what they are told. As much as this is true, the student already felt trauma from being rejected and using this as a warning felt quite unnerving and counterproductive.
What works well for young people in Alternative Provisions
· Encouragement goes a long way at the AP as students feel appreciated, acknowledged and can make them want to work hard and reach a goal e.g returning to mainstream education
· 1 to 1's is extremely useful, so students can talk about personal experiences and topics with staff members they are working with, which enables both parties to move forward
· Staggered moves are good for some students, as this prevents them from being overwhelmed for being in a new environment. This coincides with
enrichment on a Friday, where young people are also able to 'breakout' at the end of the week, which young people always enjoy.
Statutory Guidance & Reports:
Exclusions from Mainstream Schools, academies and pupil referral units in England
