Specialist Provision Policy
Specialist Provision Policy 2021/2022
Written by: Emma Wingfield & Marcus Philpott
Date: September 2021
To be revised September 2022.
At Co-op Academy Leeds we are ambitious for ourselves and our diverse communities - we will endeavour to make the world a better place through our actions.
We will be determined to succeed and show respect, kindness and integrity to everyone, everyday.
Student Support Vision:
Overcome barriers to engagement and learning by equipping staff, families and students with the knowledge and skills they need to challenge the consequences of social and educational disadvantage.
As an inclusive school, the academy strives to ensure that ALL students are able to succeed. We acknowledge that for a cohort of young people including our most vulnerable and complex learners, there exists significant challenges and barriers to learning that put them at risk of exclusion or becoming NEET.
We set out to design and implement high quality provision complementing the mainstream setting where students can be actively engaged in learning and where they receive the tailored support necessary to remove such barriers to learning and therefore enable them to make good and outstanding progress.
Beyond the mainstream setting you will see our students positively engaged in full time education within the Student Support Centre/Student Support Centre Plus on the main academy site or on personalised packages of provision at sites of approved alternative education providers across the city.
The specialist provision offered by the academy aims to promote solidarity and equity, to ensure that all students feel part of the larger academy community irrespective of their provision location and that they have access to a robust curriculum offer. Students are actively involved in deciding on aspects of their provision including vocational and work related learning. This further promotes our value of democracy and motivates student engagement.
By modelling, and through direct support and intervention of social and emotional aspects of learning, the specialist provision team provides scaffolded support to promote young people taking steps in emulating the values of self-help and self responsibility. This emphasis on pastoral care and education leads to trusting relationships built upon mutual respect.
The Academy Leadership Team will promote the ethos that together we care, share, respect and succeed by championing the needs of our most vulnerable students to ensure they remain a part of our academy community and realize their potential.
This policy works in conjunction with: ● Safeguarding and Child Protection policy ● Behaviour, Rewards and Sanctions policy ● Attendance policy
● SEND Policy
Overview of Specialist Provision
Marcus Philpott: Assistant Principal – Student Support
Karen Horler: SENDCo and Director of Specialist Provision
Emma Wingfield: Student Intervention Manager for Specialist Provision & Safeguarding Lead Coordinator
Reasons for Referrals
Referrals to Student Support Centre/Student Support Centre Plus
• Need for a small group atmosphere and intensive pastoral support.
• Vulnerable students needing an extended timetable with a significantly different atmosphere.
• Difficulty accessing formal mainstream setting and the associated academic and social demands.
• Persistent health and safety concerns around the school site.
• Persistent internal truancy and/or disruptive behaviour around the school site, which may negatively impact on the learning of their peers.
• Complex social and emotional needs.
• To complement external Alternative Provision.
• At risk of permanent exclusion.
• Placement until managed move/other alternative placement.
• Short term extension of FTE.
Referrals to external Alternative Provision
• All of the above apply including additionally:
o Need for vocational qualification not accessible through traditional curriculum. o 1:1 support needed to access core academic curriculum.
o Hard to place pupils entering mid-year.
o For students to develop skills and experience of the world of work to reduce the chance of them being NEET post-16.
Protocol for Referral
• Initial referrals will be discussed in the summer term for the start of the coming academic year, additional referrals can be made mid –year via pastoral and student matrix meetings (see appendix 1)
• Referrals can be made by Year Managers via pastoral and student support matrix meetings or senior leaders.
• In all cases an internal referral form must be filled out
• All referrals except emergency placements must be discussed at pastoral and student matrix meetings.
• Meeting/conversation to be held with parents and the student to discuss provision and to allow students and parents (wherever appropriate) to have an input into where they are placed.
• Emma Wingfield to hold initial referral meetings at provisions (if external provisions are being used), involving the student and parents and agree on the start date. During this meeting, parents will receive full details of the placement e.g. time of sessions, days required to attend.
• Travel training offered to all students to ensure they can get to their provisions safely.
• Timetable change forms must be completed and sent to Emma Wingfield (see appendix 2). Timetables will not be changed on SIMs until this is received. The form will be uploaded onto Provision Map.
• For external providers - the trust Alternative Provision Approval Form (see appendix 3) will be completed along with a central file for each provider.
Student Support Centre & Student Support Centre Plus
On-site provision to meet the needs of targeted students with SEN or SEMH. A small group environment, but still part of the school community with the opportunity to access a mix of mainstream and SSC lessons, as well as intensive pastoral support and intervention.
Karen Horler: SENDCO and Director of Specialist Provision
Shellie Austin: Inclusion Support Worker
Michelle Tallant: Qualified Teacher
Chloe Foy: SEND Coordinator
HLTA’s and TA’s used on a needs basis
Experienced subject specialist teachers to deliver curricular lessons Aims
• Designed to engage students who are at high risk of exclusion who struggle to manage in a mainstream education site.
• Caters for both long-term and short term placements and allows for flexible grouping of students.
• Small group learning with a high staff to pupil ratio.
• Couples specific intervention with high quality curricular provision to support students in gaining the qualifications, skills, and social development needed to be successful. • Intensive pastoral support to provide targeted intervention for SEMH needs. • Curriculum designed to complement mainstream curriculum both at KS3 and KS4 to allow transition between the LSC and mainstream classes and ensure high quality outcomes and re-integration.
At KS3 students follow the National Curriculum. The Student Support Centre (SSC), is available when necessary to facilitate one to one and small group teaching and interventions across KS3 and 4.
At KS4 all students study towards their GCSE's and other Level 2 qualifications. As well as access to the SSC, some learners will be taught their timetabled lessons in the Student Support Centre Plus (SSCP). This specialist provision will provide small group teaching as well as support in learners understanding how to overcome their barriers to learning and develop the social skills that will allow them to be successful. It is planned that students will be taught as many lessons in mainstream lessons as possible. However, the SSCP will be available if necessary.
Where students with high SEMH needs have found it difficult to access mainstream lessons and our internal specialist provisions; external specialist provisions will be sought. Students will be taught English and Maths and have a bespoke curriculum depending on their needs and the nature of the provision. The length of the placements will vary depending on the students needs and the provision being used. There will also be some learners who access a combination of external provision and SSCP on a personalised timetable
• Forward Leeds: Drug and Substance education, 1:1 and group work.
• Getaway Girls: individualised support for students displaying sexualised behaviour, PHSCE work around sexual health and relationships.
• The Beck: Targeted work with vulnerable young people.
• Youth Justice Service: individualized support for young offenders or those at risk of offending and targeted group work.
• Any other service as recommended by the Cluster Team
• Standards of progress and achievement are tracked via whole school systems using SIMS where progress data is collected at each DC point across the academic year. • Teaching staff are responsible for reporting progress data for the students they teach. • Data is produced by the data team and reviewed and commented on by Karen Horler and Michelle Tallant.
• Subject leaders are also expected to comment on the progress of those students at alternative provisions as part of the standards review procedure within the SEN category.
• Specific interventions are monitored using Provision Map.
• Impact of interventions is evaluated by the Specialist Provision team each half term or when appropriate.
• Action Impact Reports using Year Team documentation are produced each half-term to report on the impact of interventions, rewards, and attendance intervention.
We aim to ensure that all students continue to receive appropriate levels of Maths and English teaching, regardless of their provision. The qualifications that they receive are nationally recognized and will enable progression to further education.
Restore @ CATCH
Short term intervention placements of up to six weeks. Restore is an off-site educational provision managed by Carr Manor Community School supporting a number of secondary schools within the Leeds area. Restore is based within ARK, a community and youth space setup by the charity CATCH. Restore is staffed with specialist learning mentors and works with a range of external partner organisations to maximise the learning and development of young people.
MAP (Music & Arts Production) Charity offers BTEC qualifications in Creative Media and Art & Design, alongside Maths and English, to 11-16 year olds. Our education provision is positioned alongside the charity’s work with businesses and creative partners: from screen printing firms to musicians, we offer space and support, and in return they provide our students with teaching sessions, tangible examples, and the opportunity to apply the skills they have learnt in real working environments.
The PIVOT Academy
Provides support for young people who may have a wide range of complex needs, including Social, Emotional and Mental Health concerns, Special Educational Needs and those students who have Emotional, Health and Care Plans in place. Core subjects are English, Maths, Science and PSHE. Also offer PE, Food Technology, Art, Drama, Health and Social Care and Photography and place a strong focus on promoting, moral, social and cultural values and community links.
for pupils with behavioural, social, emotional and mental health difficulties who are at risk of being permanently excluded from their mainstream school, or have been permanently excluded from their mainstream school. all pupils have access to an appropriate curriculum to ensure they achieve their potential and are not disadvantaged in comparison to their peers who access education in mainstream settings. Students accessing educational programmes in KS4, will follow a range of accredited courses.
KS3 - follows the national curriculum within our core subjects preparing the learners for KS4 and filling in any gaps of education that learners may have missed. This is accompanied by our vocational subjects that learners can access; Sport and Hospitality & Catering KS4 - deliver and develop learners’ skills to allow them to succeed within GCSE’s, Qualifications offered and progression when leaving year 11. Learners within Maths and English will work towards Edexcel GCSE (9-1), whilst working towards a BTEC First Award in Art & Design. Learners will work towards achieving a qualification within; Sport (BTEC First Award in Sport) and Hospitality & catering (BTEC First Award in Hospitality).
Whilst onsite learners will also have access to practical activity sessions that will include a mixture of onsite and offsite elements such as; use of our onsite Skatepark and trips to the local bike track or park to engage within a variety of sports.
2/3 days work experience project involving individual placement and intensive key worker support and career guidance. Students work toward a BTEC qualification in ASDAN Employability Skills..
Off-Site provision run by Temple Moor High School. 1:1 and small group academic provision aimed at GCSE and BTEC curriculum. Tailored to individual student needs. Students also receive key worker support as well as career guidance. Exam centre if needed.
Involve Learning Centre
KS3 small group academic provision in line with the national curriculum. Provides a holistic approach to learning by means of a flexible curriculum tailored to learners’ specific needs.
Quality Assurance and Monitoring Procedures
● All alternative providers are subject to quality assurance checks on a regular basis. Emma Wingfield will follow the Trust Alternative Provision approval process and ensure that all polices and service level agreements are in place and safeguarding checks are completed before a provision is used.
● A full quality assurance visit will take place once a year by Marcus Philpott and Emma Wingfield.
● Individual provider policy is outlined in service level agreements and any supporting policies.
● School receives learning progress feedback termly from provisions, this outlines our own student progress in line with the quality judgement of the provision.
● Co-op Academy Leeds carries out half-termly visits to each provider and collects information on learner progress against qualification criteria. We also collect additional information to report on progress of students in relation to positive engagement.
● Student voice is conducted once a half term with all students in alternative provision. Any issues/concerns raised are discussed with the provision and meetings arranged if necessary.
● Any agreement around alternative provision for a student will be subject to regular reviews. ● Impact/progress will be measured using a tracking spreadsheet (Specialist Provision Tracker). This will record attendance, progress, attainment levels, and weekly actions.
● Attendance is monitored daily using Collaborative Learning Management (CLM) systems. Provisions to make initial contact with parents where students are absent – Attendance Coordinator available to support with this.
● Students will be given a ‘B’ code on SIMs when they have attended external alternative provision. Some provisions and managed moves are used on a dual-registration basis - Emma Wingfield will oversee this and will give the student the appropriate enrolment status. In these cases students will be given a ‘D’ code when they are on roll with the provision.
● Attendance Improvement Officer’s from the Academy will conduct home visits where appropriate.
● Attendance Coordinator provides daily attendance figures to key staff within the Academy. ● Attendance Coordinator logs weekly attendance data on Specialist Provision Tracker. ● Once a placement is set up, students must attend. Failure to do so will carry the same consequences as non-attendance within the Academy.
● Attendance Coordinator to request regular attendance certificates for students attending dual-registration provision.
The Co-op Academy Leeds is committed to safeguarding every student. We acknowledge that safeguarding is everyone’s responsibility and ensure all of our staff are trained to be vigilant and aware of the signs and indicators of abuse and understand and follow safe working practices.
• Emma Wingfield and Lauren Whyte (DSL) ensure that all alternative providers have policies in place to cover Safeguarding, Child Protection and Health & Safety.
• Alternative Provision will be subject to a yearly safeguarding quality assurance visit. • Alternative provisions to follow Academy guidelines with regards to safeguarding issues, ensuring they contact Emma Wingfield with any concerns.
• Emma Wingfield to log concerns on CPOMS and follow up as appropriate and in-line with the Academy safeguarding policy.
Progress and attainment
• Current attainment levels gathered from alternative provisions in line with Academy data collection points (4 yearly).
• Progress data logged on Specialist Provision Tracker.
• Student Intervention Manager to liaise with provisions and support with interventions around academic progress concerns.
• Some alternative placements, such as Restore@CATCH, are designed to support students in accessing qualification courses they access at school (e.g. Core subjects/BTECs).
• Students are placed with these organisations if they have missed substantial amounts of work or need 1:1 support away from the mainstream setting.
• Teaching Staff who deliver these courses will be expected to work alongside providers to inform them of schemes of work and provide resources when needed to ensure students have appropriate coursework.
• Teaching Staff will be held accountable for the progress and achievement of the pupils on their class list.
o It is expected they know what placement students are on and the purpose
o Work alongside the subject leader and Specialist Provision team to communicate with the provider all essential information on coursework deadlines, levels, targets, and exam preparation.
o Mark work when applicable.
• Subject leaders must:
o Ensure all students are entered for appropriate exams and that revision/exam materials are supplied for alternative providers.
o Comment on progress in quarterly data collection reports, including strategies for addressing issues and making progress. Student Intervention Manager will support in gathering progress data.
o Support staff in their department in engaging with alternative providers in order to support the young people on their courses.
• The Specialist Provision team will support all movement of materials/resources between school and alternative providers.
• A complete and updated list of students accessing Specialist Provision can be found at:
Student Support Centre & Student Support Centre Plus
• Teaching staff will be timetabled to deliver some lessons within the Learning Support Centre.
• Staff will be expected to deliver lessons to a range of students across years and at times key stages.
• Staff will be expected to employ a range of strategies to manage behaviour and engage students in meaningful learning.
• Support will be available at all times to help the smooth delivery of the curriculum. • Teaching time is subject to Total Quality Management and Quality Assurance procedures.
• Teaching Staff will be held accountable for the progress and achievement of the pupils on their class list during the sessions they deliver.
o It is expected they know what placement students are on and the purpose.
o Work alongside the subject leader and KH to communicate essential information on coursework deadlines, levels, targets, and exam preparation.
o Mark work regularly.
o Liaise with teaching staff at school with regards to students transferring mid-year both to off-site and back due to reintegration.
• Subject leaders must:
o Ensure all students are entered for appropriate exams and that revision/exam materials are supplied for alternative providers.
o Comment on progress in quarterly data collection reports, including strategies for addressing issues and making progress.
o Support staff in their department in engaging with KH in order to support the young people on their courses.
o Schemes of work are in place to address the complex nature of the young people at specialist provision and include SEAL targets, Critical Skills, and when applicable follow the NOCN Step-Up framework.
Climate for Learning - Alternative Settings
Creating a positive approach and rewarding positive behaviour
It is paramount that the ethos of specialist provisions and alternative learning sites remain consistent with that of the main school site and mainstream setting to achieve an inclusive approach and facilitate effective intervention.
• All staff actively using SEAL approaches to develop positive relationships with students alongside quality highly structured and differentiated teaching and learning. • High expectations for all students.
• Modelling behaviour you want to see.
• Employing a range of strategies for classroom management.
• Consistent adherence to school policy and intervention strategies.
Structured intervention programmes delivered by Paraprofessionals, Pastoral Team (Year Managers, ISWs), External Agencies (for example, Inner East Cluster, Getaway Girls, Barnardos).
• 1:1 target setting and review sessions.
• External agency support (Platform, Barnardos, key workers from alternative providers, cluster support workers).
Addressing negative behaviour
Low Level Disruption
• Low level disruption to be dealt with using the academy behaviour system and to include AVP - Student Support if behaviour sanctions are not effective.
• Teaching staff to follow normal protocols as they would in mainstream for sanctions - outlined in the Behaviour, Rewards and Sanctions Policy.
• All serious incidents to be recorded using SIMs.
• Any serious incidents requiring removal from site need approval from senior leadership (Brian Kelly in the first instance),Natalie Jones, Marcus Philpott or Robin Buckley). Senior staff to make decisions on actions to follow.
• Any incident requiring a Fixed Term Exclusion needs to be communicated with Brian Kelly asap for decision. Karen Horler/Emma Wingfield to then inform parents of the decision and hold a return to school meeting.
There may be occasions where it is in the best interests of the pupil for a temporarily reduced or part-time timetable to be put in place to meet their individual needs.
In most cases part-time or reduced timetables are used for the following reasons: ● as part of their reintegration approach for pupils who have not attended school for a period of time due to illness, disability, mental health issues, family circumstances, ● where a potential risk to staff/students or alternative provision or following full time exclusion etc.
● as a short term planned intervention of managing pupils at risk of exclusion in order to provide support and/or respite for pupils.
● as an attendance strategy to encourage the return of school refusers.
The following guidelines must be followed before a reduced timetable is confirmed: ● Liaise with Marcus Philpott and Emma Wingfield.
● Emma Wingfield will speak to the Attendance Improvement Officers. If students who are currently undergoing legal action for attendance are placed on reduced timetables (even if this is only a slightly later start) the attendance team will be unable to proceed.
● If students have involvement from external agencies e.g. Social Care, then all professionals must be consulted and ideally a multi-agency meeting should be called. ● Once authorised by Marcus Philpott or Emma Wingfield, a timetable change form (see appendix 2) must be completed. Timetables will not be changed on SIMs without a copy of this form.
● Timetable change form to be uploaded to Provision Map.
● Year Teams to confirm timetables with student and parent.
● Where students are absent from school due to a reduced timetable, this must be logged as authorised absence using a ‘C’ code.
● All reduced timetables must be reviewed every four weeks. Emma Wingfield will keep a record of review dates and decisions made.
In all situations (all children) a written plan must be put into place which clearly sets out: ● what support will be put in place to enable the pupil to attend school on a full time basis as soon as possible
● how work will be provided to the pupil whilst they are not on the school/college site ● how progress will be monitored and reported
● how the pupils safety will be assured when they are not on the school site ● a time limit by which point the pupil is expected to attend full-time, with appropriate targets to gradually increase attendance during the period agreed should be set. This would not normally exceed 6 school weeks . If it becomes apparent during the period the arrangements are in place that progress is not being made a review meeting should be convened to determine what further support needs to be provided or action taken.
There are circumstances in which it is appropriate to arrange a transfer of a pupil to another school. Managed moves are one of a number of strategies used to help support young people that can prevent them from being permanently excluded. A managed move is a useful strategy that allows a pupil who is experiencing difficulties in school and who would perhaps benefit from being moved away from any negative influences to participate in a ‘fresh start’ elsewhere. It involves a child attending another school for a specified period of time. A managed move cannot be undertaken without the consent of parents.
If coordinated and supported within an agreed structure a Managed move can be a beneficial strategy to all parties concerned. They can also help to reduce conflict and/or prolonged exclusions. The Managed move process is overseen at a secondary school level by the East Area Inclusion Partnership (EAIP) and the home/host school. Discussions of this nature usually take place during area based Inclusion sub group meetings which are attended by Marcus Philpott and Emma Wingfield.
Co-op Academy Leeds is part of the East Area Inclusion Partnership (EAIP). Managed Moves are facilitated between the schools within the EAIP:
● Co-op Academy Leeds
● Mount St Mary’s
● Temple Moor High School
● Corpus Christi
● Temple Learning Academy
● Leeds East Academy
● John Smeaton Academy
● Bishop Young Academy
● Brigshaw High School
CLA - Children Looked After
For children who are looked after by the authority, the team around the child collectively carry out the role of the corporate parent. This includes all professionals that may range from educators to medical professionals and carers.
We have the responsibility to provide a high level of care for children who are looked after and be a powerful advocate for them to receive the best of everything and helping children to make a success of their lives.
All schools have a designated CLA teacher who takes responsibility for liaising with social care professionals as well as appropriate educational agencies including the virtual school to ensure all CLA students have high quality educational provision which meet their individual needs and are achieving.
CLA Designated teacher will:
• promote a culture of high expectations
• ensure young people are consulted with and involved in decisions
• ensure targets are SMART and young people have a voice in deciding these targets • provide advice for staff and ensure school policy is communicated effectively • ensure pupil premium grant is spent effectively
This happens by ensuring a personal education plan or PEP is up to date and shared with all staff Designated Teacher: Karen Horler
Personal Education Plan:
• Key Mechanism for addressing the educational needs of students who are looked after • Set high expectations of rapid progress and put in place additional support to do so • Inform the spending of CLA pupil premium to ensure young people are supported fully with additional resources needed to make good and outstanding progress academically and socially
The designated teacher MUST be invited to all PEP meetings and is responsible for monitoring and evaluating the progress of children looked after in school.
All teaching and pastoral staff involved with young people will be asked to contribute to the PEP through feedback and reporting of progress
Recommendation made for a student to return to mainstream academy/review of student show progress made and should be considered to return to mainstream academy.
For students that have spent a significant amount of time at an alternative provision, returning to school can be a difficult and anxious time. Staff too may be apprehensive, particularly if the relationships with those students were not a positive one.
This process has been put in place to support staff and students, should a decision be made to allow a student back into the academy. It is therefore vital that all parts of this process are followed and that relationships between staff and students be supported to be re-established.
● Year teams will be instrumental in ensuring that reintegration is successful and will therefore need to make sure that communication about any students returning is timely and accurate.
● Before a decision about a student’s return is agreed, a meeting needs to be held with all relevant parties. Year team, student, parents, alternative provision representative, outside agency, social care (if relevant or possible).
● During the meeting it is important to gauge how the student feels about returning to school, should this be agreed and understand their needs. What are their needs? What does supporting them look like?
There are multiple anxieties that the student will feel. Make it clear that in order for the academy to support them successfully, we would need to know what and who may cause these anxieties and how they would like us to support them. The student should also be made aware that staff too will feel concerned but will endeavour to build relationships based on the behaviour towards one another.
It is imperative that we reduce the anxiety of the parents/carers during this meeting. They need to be reassured that staff will be made aware of their child’s return and that every effort to support their child will be made. Communication will be key. A weekly update to parents/carers for the first 4 weeks should be made via email or telephone and a review of this agreed with the parent at the end of the fourth week. Review round robin should be completed after two weeks and then again two weeks later. These will support the information communicated back to parents.
● An action plan needs to be agreed – this will need to include a clear timeline of what the student’s day will look like and how long for. For example; it may be agreed that the student starts on a reduced timetable which is reviewed and increased weekly until a full time timetable is approved. Social times can be challenging for students therefore a staggered timeline to allow students to return to all breaks and lunch times should be agreed. Students should remain in the Year office or with a member of staff during social times.
● Communication to staff concerning the students return is incredibly important. Staff will need to be given notice of the students return and teaching staff spoken to (not emailed) to discuss their anxieties, how the student feels, support that has been agreed etc.
● Student timetable should be arranged through Attendance Coordinator and where possible emailed to parents/carers so that student has an opportunity to see it before they return.
● First day arrangements will be critical for the success of the reintegration. A brief welcome back meeting with student and parents/carers should be held in the morning. Students should be given their timetable and agreements of their return reiterated. Students should be escorted in introduced to the teachers at the start of every lesson. Where a member of the Year team is unable to do this, ISWs can be asked to support.
● Co-regulation to support self-regulation – The relationships you hold with students will be key to supporting their success during the reintegration period. From the first meeting and throughout the entire process, we must support students to understand their behaviour and how to self-regulate during challenging times.
Appendix 1 - Referral to Student Support Centre form
Student Support Centre Plus Referral Form
Before completing this form, please ensure teachers have implemented and reviewed any strategies identified in the students Pupil Passport (if they are on the SEN register), and/or any other support plan
Please send to Marcus Philpott, Karen Horler and Emma Wingfield once completed Section 1 to be filled out by referring staff member. ALL PARTS MUST BE COMPLETED. Section 2 to be filled out by SSCP staff
Member of staff completing form:
Pupil Premium: Y / N
SEND: Y / N
If Y, insert the learning need:
Reason for referral, give as much detail as possible:
Behaviour and attendance data:
Number of behaviour incidents:
Number of Detentions (and type i.e. Whole school, Teacher etc):
Number of Exclusions:
Current progress in subjects and details of interventions used
Documentation to be provided with referral
SIMS data attached (behaviour report)
Latest school report attached
Provision Map Pupil profile attached (if student has one)
Safeguarding and external agency support
Any other agencies involved with the young person? Family support etc. If so please provide names and contact details and ensure all is logged on CPOMs.
Strategies and interventions
Please provide details of strategies and interventions you have tried with the young person and the outcomes.
To be filled out by KH and EW
Decision on referral: Accepted / Declined
If declined give reasons:
Duration of placement:
Details of personalised provision:
Parental contact/meeting: Y / N
Date of contact and details of meeting
Monitoring document set up: Y / N
This form and details put on CPOMs: Y / N
Attendance team informed: Y / N
Year Manager and Emily Thura informed of outcome: Y / N
Appendix 2 - Timetable change form
Timetable Change Plan
Commencing on: Until:
Any legal (attendance), safeguarding considerations? (please check with DSL and/or Amy Smith): Authorised by Marcus Philpott or ALT attendance lead (signature must be obtained):
Please complete the grid below stating the periods when the above student is accessing Specialist Provision. Please send to Emma Wingfield and Amy Smith, who will make changes and communicate with staff where necessary.
Please use the following codes:
SSCP - Student Support Centre Plus
External SP – Specialist Provision (EW only)
PT – Part time Timetable (Home)
SSC - Student Support Centre
SCH – School (in normal lessons)
MM - Managed Move (EW only)
Tuesday Wednesday Thursday Friday
Tuesday Wednesday Thursday Friday
Please complete a new proforma with any further changes.
Appendix 3 - Alternative Provision Approval form
Alternative provision approval form
Academy name Co-op Academy
Special Educational Needs and Disabilities
Child Protection/Looked After Children status
AP previously accessed by this pupil
Reason for placement
Intended length of placement
Details of FT/PT
Attendance coding to be used
URN of provider*
Cost of AP provision
Latest Ofsted grade for AP
Reason why AP provides a better educational
Check on full curriculum entitlement
Impact on pupils’ qualifications
Plan for ongoing communication inc frequency
Frequency of visits to setting and by
Records of visits - dates and stored location
*If the AP takes 5 or more pupils (of compulsory school age) on a full-time basis or one pupil with an EHCP or one looked after pupil on a full-time basis, it must be registered with the DfE. It will have a school URN and will appear on the GIAS and Ofsted websites. If this is not in place, the provision is likely to be operating illegally to avoid scrutiny by Ofsted. In these circumstances, schools cannot place pupils in the provision and should report the provision to the Unregistered Schools team (Ofsted). Unregistered School Inspection Handbook
Ofsted definition of full-time:
“Generally, we consider any institution that is operating during the day, for more than 18 hours per week, to be providing full-time education. This is because the education being provided is taking up the substantial part of the week in which it can be reasonably expected a child can be educated, and therefore indicates that the education provided is the main source of education for that child.” Further information can be found in the following documents: Independent School Registration Guidance
Name and job title of person completing
Date of these checks
DSL certificatesCheck provider is approved and certificate is dated within the last two years
Safer Recruitment certificates
Single Central Record (SCR) SCR health checker
Child protection policy
Staff code of conduct
First Aid certificates
Fire safety policy and risk assessment
HT2 HT3 HT4