London Borough of Croydon

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1. Introduction

1.1 Schools, parents and pupils have used a 'fresh start' in a new school as a formal or informal alternative to permanent exclusion for many years. A change of school can be particularly valuable if it is perceived that a pupil's difficulties are the result of inappropriate peer relationships or if the relationship of trust between parent and school has broken down. Sometimes these moves are arranged between the schools themselves (usually at headteacher level) and sometimes parents are asked to make the arrangements. Managed moves should only be considered when all other strategies have been tried and exhausted.

1.2 The DfES statutory guidance on exclusion (January 2003) promoted the use of 'managed moves' as an alternative to permanent exclusion and there is evidence that this practice is increasing.

1.3 It is the view of the LEA that 'managed moves' can be a useful tool to avoid permanent exclusion but that such moves must be carefully prepared and implemented if the pupil’s difficulties are not to be exacerbated leaving the receiving school with no option but to permanently exclude - sometimes within a few days of the pupil starting.

1.4 This Guidance does not apply to pupils moving in and out of PRUs. Such pupils will usually be subject to dual registration and the PRUs have their own guidance for schools on pupils who are accepted for respite at a PRU or who are being reintegrated to mainstream school.

1.5 There is no statutory basis for 'dual registration' between two mainstream schools and the LEA's advice is that 'trial periods' should be avoided. When a pupil is 'managed moved' to a new school the new school should place the pupil on roll and take over full responsibility for that pupil. If a 'trial period' is agreed all parties (including the parents/carers) must be aware of what will happen if the 'trial placement' fails. Schools need to be aware that it may be difficult to permanently exclude a pupil on the basis that a managed move has failed and that a managed move with a 'trial period'  may therefore not be appropriate in a case where a school feels he cannot have a pupil back under any circumstances

2. Good Practice to be followed

2.1 The following is considered to be a step by step 'good practice' guide to 'managed moves':

 

  • Meeting at original school with parents/carers and pupil agrees that the best way forward is to seek a 'fresh start' at a new school. Pupil and parental preferences are sought and the realities of the situation discussed. Minutes of the meeting are kept on pupil's file. It may be appropriate to invite other adults who have been involved with the pupil to this meeting.(see Appendix A)
  • The Headteacher makes contact with the 'new school', discusses the pupil and secures school’s agreement to the transfer in principle. In some cases it might be appropriate for another professional to make the initial approach.
  • Parents are requested to complete the LEA School transfer form. The original school sends paperwork to the new school including (as a minimum) the pupil's attendance record, conduct log, copies of any IEPs or PSPs and current academic attainment data.
  • The new school interviews parents and pupils. At this meeting as well as the expectations of the new school and general arrangements for transfer and induction (eg uniform requirements, times of school day etc) the pupil's support needs should be discussed.
  • The transfer is agreed and the assigned EWO for both schools is informed. The receiving school completes the transfer form and returns to the LEA. The schools involved make appropriate financial arrangements (see Para 2 above).
  • The pupil remains on the original school’s roll until official notification has been received from the receiving school that the pupil is on roll.
  • The pupil is offered a start date and the full record is transferred from the original to the receiving school. This must include all records relating to Child Protection concerns which may have been held separately from the child’s main school record.  The following should have been agreed and shared with the pupil and parents before the pupil joins the school - it would be good practice for these things to be discussed at a second meeting between the parent/pupil and the new school when parents/pupils have had a chance to reflect on the initial interview and may have more questions and/or anxieties:
    • Timetable/class group.
    • Information re uniform, equipment required etc.
    • Home/School agreements.
    • Support arrangements - including any peer support.
    • Travel/FSM arrangements.
    • Induction programme - including policies and procedures relating to attendance and punctuality, behaviour, homework.
  • The pupils progress should be reviewed with parents after the first two weeks and then half termly until the pupil is considered well settled. 

2.2 Evidence from this and neighbouring LEAs suggests that if the move is not properly planned and in particular if parental or pupil wishes have not been fully considered then the 'managed move' is not likely to be successful. It is essential that the transferring pupil should be well supported by the new school during the transition period. This should include as a minimum entitlement: access to a named adult with whom the pupil can share anxieties and concerns; access to a specialist behaviour mentor or teacher in order to address behaviour concerns and peer support through a buddy or mentoring scheme.(More detail is given in 4 below)

3. Support for Pupils

3.1 The following could be considered as support for transferring pupils. The list is not exhaustive and the support can be 'mixed and matched' in order to provide an appropriate individualised package:

Access to the SENCO or specialist SEN teacher for baseline testing and needs assessment

  • Specialist  SEN teaching support
  • Learning or Behaviour Mentor individual support
  • Access to the school’s assigned Educational Psychologist
  • Access to a Connexions PA
  • Access to small group support in eg Social skills or anger management
  • Access to a counsellor
  • TA support
  • LSU support
  • Peer support - eg a buddy
  • In school support procedures such as report cards, access to a named teacher etc
  • A mentor from the voluntary or community sector
  • Access to after school clubs and activities

4. Funding

4.1 The LEA does not hold any funding centrally to support 'managed moves'. All such funding has been delegated to schools.

4.2 When a pupil is subject to a 'managed move' during the financial year the schools concerned should make arrangements for the transfer of funds to support the pupil’s integration. Although the AWPU is automatically corrected for the Autumn and Spring terms it would seem reasonable to transfer the remaining portion of the AWPU from the original school to the new school. This would mirror the DfES requirements for funding arrangements concerning permanently excluded pupils. Statement support monies will automatically be transferred to the receiving school with effect from the data of transfer provided that the SEN Section Administrative Assistant is informed. Schools can also make use of delegated SEN funding (all pupils who are subject to a managed moved should be considered to be at SA+ of the SEN Code of Practice) to purchase additional support for pupils.

4.3 The receiving school should consider using 'in-house' support for example learning or behaviour mentors, LSUs etc which are funded by a variety of routes eg EiC, LIG etc.

5. Practice to be Avoided

5.1 Advising parents to remove their child from roll and 'find another school'. In practice this often  results in the child being out of school for a considerable period of time.

5.2 Advising parents to remove their child from roll and 'educate otherwise'. In practice unless parents are seeking to 'educate otherwise'  for philosophical, ideological or religious reasons the education provided is rarely 'suitable or efficient'.

5.3 'Tit for Tat' - when schools agree to exchange pupils without due consideration being given to parental and pupil views and preferences not individual support needs.

5.4 Transferring children without adequate induction or support.


Appendix A

Other professionals who may be involved with pupils and their parents/carers who could be involved at any stage during the ‘managed move’ process:
SENCO
Mentor or Teaching Assistant
Connexions PA
Assigned Educational Psychologist
Member of the Looked After Children’s Education (LACE) team
SENSS or other Support teacher
Education Welfare Officer
Social Worker
EMAS teacher
LSU Manager
YOT worker

Contact Details

Contact name
Exclusion Helpline
Telephone
020 8760 5540
Contact name
Advisory Centre for Education Exclusion Helpline
Telephone
020 7704 9822
Contact name
Sue Thorne
Job title
Interim Inclusion Secondary Manager
Department
Children, Young People and Learners
Telephone
020 8726 7783 x 15371
Email
sue.thorne@croydon.gov.uk
Contact name
Sue Podd
Job title
Interim Secondary Inclusion Manager
Department
Children, Young People and Learners
Telephone
020 8726 7783 x 15371

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