SCHOOLS FORUM ITEM NO: 35.00

De-Delegated Funding for Behaviour Support 2014/15

Purpose of the Report 1 The purpose of this report is to request that Forum supports the de-delegation

amount of £130,000 from the Schools Block element of the DSG, so that can be used for the benefit of supporting the holistic "Wrap-a-Round" care package for vulnerable young people, whilst allowing schools the freedom to source specific targeted support for behaviour support.

Suggested Action 2 The Forum are asked to agree the contents of this report.

Background 3 Historically £487,000 has been de-delegated from Schools Block budget for Primary

and Secondary Behaviour Support Teams; this has been allocated on a first come first served basis. A de-delegated sum of £130,000 would provide a core service for local schools, whilst leaving the balance with schools to buy back specific & targeted support in order to meet individual needs.

Costings 4 The de-delegated amount of £130,000 will include a contribution to support:-

• "Rapid Response" • Core entitlement behaviour support • Child and Family support • Family First support • Headteacher role in the Fair Access process

Schools would be expected to be charged for time limited, specific and targeted behaviour support and additional services see Appendix A (KS1 &2 Additional Services) and Appendix B (KS3&4 Additional Services). The remainder of the historicaly de-delegated amount, £357,000 would be distributed to schools by the AWPU. Schools would then be free to determine the most appropriate form of behaviour support to meet individual needs.

Benefits of the Expenditure 5 The reduction of de-delegated funding provides a base for initial support and

guidance for schools, whilst allowing schools the ability to secure best value for pupil intervention packages with their chosen provider. Funding through this approach would enable and support a holistic alternative provision model, where there is a clear and transparent continuum of support, that enables schools to make informed decisions around pupil support.

Mary Rome October 2013

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KEY STAGE 1 & 2

Commissioning Model

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Secoridment Bespoke

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CPO / INSET Delivery

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The information in this booklet is designed to provide a flavour for the services that could be provided through Foundry College.

We recognise that your needs will change over time and should you require something different we would welcome your input and requests. Our staff are highly skilled and able to adapt to your needs and to plan alternative, bespoke or school I cluster specific interventions.

Enquiries for additional services not contained in this brochure should be made to the Headteacher Mary Rome in the first instance.

The additional services Brochure and prices will be updated annually to ensure that we are providing relevant and cost effective services to schools.

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INTERVENTION AND SUPPORT DETAil

Individual pupil referral I consultation: • Initial observation, discussion with pupil, discussion with school

staff and parents I carers, agreement on aims of intervention, advice on strategies and resources to achieve these aims, provision of written report summarising information gathered and actions agreed.

• A series of regular review meetings with school staff, parents I carers, plus further observation I discussion with pupil if necessary. Provision of written report summarising progress, new concerns and new actions agreed.

Individual pupil support: • Series of sessions of individual discussion I support for a pupil

experiencing difficulties. These may be used to support PSP targets, TAC / CIN goals.

• Sessions may be based on Solution Oriented I Solution Focused approach through which pupil is encouraged to recognise his/her own strengths and competencies. Short term goals set with pupil. Decisions communicated to relevant school staff so that support can be provided in helping pupil achieve his/her goals.

• Sessions on developing emotional literacy so that the pupil is able to recognise both his/her own feelings and the feelings of those around him/her.

• Sessions may be based on individual anger awareness and anger management. Individual advice given on techniques for recognition of early warning signs, ways of relaxing I calming down. It is preferable that sessions are supported by member of school staff who can then monitor progress and remind I prompt I encourage pupil on a daily basis.

• Sessions to prepare a pupil for transition, giving them the opportunity to voice their anxieties and role play coping strategies.

Working with groups of pupils Our aim is to build capacity of school staff to deliver group support for pupils experiencing difficulties. To this end we offer:

• In-service training sessions for school staff in how to identify individual pupil need, to define aims, to plan a series of small group sessions to help designated pupils achieve these aims, to monitor progress and evaluate the impact of the group intervention.

• Modelling I mentoring support is also offered through co-facilitation of small pupil groups alongside a member of school staff.

• We encourage group work as a vehicle to develop social skills, self­esteem, positive friendships, techniques for relaxation, coping with feelings etc.

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Pastoral Support Plans: • Support I advice for schools on initiation of Pastoral Support Plan

for pupils at risk of exclusion • Attendance at PSP review meetings • Support I advice on strategies and resources which will help pupil

achieve his PSP targets • Liaison with Primary Exclusion teaching team who may provide

outreach support for those pupils at risk of permanent exclusion

Staff Consultation I Surgery Sessions • Informal, problem solving discussions with school staff during

which advice can be given on general strategies for early intervention, pre-referral cases at School Action

• Sessions generally co-facilitated with the school • Informal notes provided to summarise actions agreed

Training in Positive Behaviour Management In-service training sessions on behaviour management can be provided for:

• Whole school • Teaching staff • Teaching assistants • Lunchtime staff • Individual teacher

Through careful discussion and planning with SMT sessions can be tailored to meet specific school situations I pupil needs eg. supporting pupils with ADHD, ASC, Downs Syndrome

School Behaviour Policy Advice, support, in-service training can be provided in order to:

• Develop a new Behaviour Policy • Monitor its implementation • Review I redraft progress

Careful discussion and planning with key staff is offered as an important pre-cursor to this work.

Bullying • Advice I support in development of anti-bullying policy • Support in review I redraft of anti-bullying policy • Support with "No blame" approach to tackling bullying issues in

school. This involves two sessions with victim of bullying plus two small group sessions with associated peers.

• Information pack can be provided so that school can build capacity to facilitate this process themselves.

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Circle of Friends: An intervention aimed to improve better social inclusion for an individual pupil by encouraging I inviting support from the peer group:

• Initial meeting with relevant school staff and parent I carer to explain process and agree intervention. Information pack provided for school staff.

• Session with whole class to invite peer support (key pupil does not attend this session).

• Support in setting up and running weekly Circle of Friends meetings with the key pupil and peer group supporters.

Anger Awareness: • In-service training for all school staff • Advice on useful resources • Advice I support for school staff working with small groups and

individual pupils • Individual pupil support using solution-oriented process

Improving playtimes: • Lunchtime observation followed by discussion with key staff • Advice on physical play environment, playground zones, playground

games and activities etc • Playground Friends Project: Specific project designed to select,

train and support children who will then take on an active role in promoting positive play at lunchtimes. (Resource pack provided for school. 5 sessions of pupil training provided plus follow up, problem-solving sessions).

• In-service training and support for the lunchtime staff. Emphasis on positive behaviour management through development of fair and consistent systems.

Peer Mediation Project: • One day training for school staff to become Peer Mediation

Facilitators. • Co-facilitation of pupil training: 3 days for pupils at KS2 1 4

separate sessions for pupils at KSl • Ongoing advice I support for schools who are part of the project • Participation at school information evenings for parents I governors

SEAL I PSHE: • Circle Time modelling I training for school staff • Promotion of SEAL materials and support in their particular use for

pupils experiencing BESD

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Protective Behaviour: This is a project designed to prepare pupils in Year 6 for Secondary transfer. However, it can be adapted for use with class groups of younger pupils where specific needs arise. The sessions focus on emotional literacy, recognition of the more uncomfortable feelings, recognition of the body's early warning signals, feeling safe, risking on purpose, moving out of one's comfort zone and how to cope when faced with a personal emergency.

• Two half day sessions offered per class of Year 6 pupils. (These sessions can be co-facilitated with class teacher and are best spaced a week apart in the latter part of the summer term).

HLTA Network: This is half a day per term run by 1 BST and Behavioural Specialist (Primary) to train and network HLTA behaviour specialists from all schools.

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KS 1 & 2 COMISSIONING RATES- Charges for WBC schools are indicative for 14-15 charges and will not be invoiced for 13-14 financial year

Service Detail QTS WBC worker Grade 7 UP3

• Secondment of Secondment of Foundry College staff member to a school or cluster TBC TBC Behaviour for a fixed term annual SLA Support Worker

• Behaviour Co-facilitation of staff surgery I consultation session . Consultations 1 pupil per 1 hr slot

pre bookable hourly rate based on 2 staff attending £70.90 £24.13

• 1:1 pupil These may support PSP I MPA I TAC I CIN I CP cases interventions • May include SOBT I Anger Management I emotional literacy I 1 session per therapeutic intervention I relaxation I preparing for transition wkover 6 wks • Planning meeting to set up contract and observe the child in class (

3 hours) • 6 sessions per pupil. (6 x 1 hr sessions plus 6 hrs planning I travel ) Total cost in time: 15 hours per pupil £531.75 £277.20

• 1:1 pupil work • Planning meeting to set up contract and observe the child in class 2 half days per (3 hours) week over 6 • 2 x 112 day sessions per week (5 hours per week plus 2 hrs per weeks (or part week travel and planning

£1,595.25 £831.60 of) Total cost in time: 45 hours per pupil

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Group work

New Individual Pupil Interventions at School Action Plus

Multi-professional assessment (MPA)

CAF Completion

We can facilitate the following specialised group interventions or other bespoke areas on request.

• 2 hours initial planning and course set up • 6 x 1 hr sessions (plus 6 hrs planning and travel): • Changing Families

• Relaxation I anger management • Circle of Friends £496.30 £258.72

Total cost in time: 14 hours

• Initial intervention: Observation, discussion with school staff and parents, objective setting, agreement on strategies - Initial report (3 hours)

• 12 hours in school 1 class support or pupil support ( plus 6 hours planning and travel)

• week review- l 5t review report (2 hours)

• 12 week review- 2nct review report (2 hours)

• Possible support with transition planning at end of year- school to have transition planning template (1 hour)

Total cost in time: 26 hours £921.70 £480.48

As New individual Pupil Interventions plus two further reviews to inform completion of MPA report. Total cost in time: 30 hours

£1,063.50 £554.40

CAF paperwork completed with assessments and meetings with parents and young person supported or wholly undertaken by Foundry Staff Total cost in time: 12 hours

£425.40 £221.76

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Pastoral Support Plans

TAF

Training dedicated to schools

• Initial meeting to set up PSP (2 hours)

• School to hold interim review meetings every 3 weeks

• Attend 6 week review to advise on targets and strategies (1 hour)

• Attend 12 week review as above (1 hour)

• School to take responsibility for paperwork

• Plus 4 hrs travel £283.60 £147.84 Total cost in time: 8 hours

Attendance at TAF and review meetings (2 hrs including travel) pre bookable 2 hours per meeting £70.90 £36.96

Training packages offered include:

• Positive Behaviour Management for Teaching staff, TAs, LTCs

• Social skills I self-esteem group work

• Self-esteem

• Anger Management

• Circle time

• Circle of Friends

• And many more Total cost in time: Twilight session = 4 hours £141.80 £73.92

Half day session = 5 hours £177.25 £92.40 Whole day session = 8 hours £283.60 £147.84

Costs include resources but NOT venue. Rooms can be negotiated and booked on request.

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Behaviour Policy work

Autistic Spectrum support with Behaviour Specialist

The following model can be used as a guide: • Initial planning meeting with Head Teacher I SMT (1 hour

plus travel) • Twilight session with whole staff to share strengths and

concerns (1.5 hours plus travel and planning) • School to set up a working party. Foundry to advise I support

their work ( 1 hour plus travel) • One further twilight session with whole staff to support

working party decisions and provide further info I clarification (1.5 hours plus travel and planning)

Total cost in time: 6 hours £212.70 £110.88

• Set up and help develop strategies for managing individuals with ASD in mainstream school (up to 5 hours per week)

pre bookable hourly rate inclusive of travel and planning £70.90 ph £36.96 ph Total cost in time : 2 hrs per session

HOW TO REFER FOR All SUPPORT

From 4th September 2013 all referrals should be made through the Foundry College Website

www.foundry.wokingham.sch.uk

Please click on referrals and identify main need and criteria for your referral. Don't forget to click to send your referral

All referrals will be managed within 10 working days of receipt and will be followed up with a personal meeting. The meeting will aim to be solution focused and will work with schools to ensure that the referral is appropriate. Together we will establish the exact nature of concern and the needs of the young person.

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foundry College

Secondary Phase

Additional Services

.j..J September 2013- March 2014 Pilot c Including April 2014 OJ Guidance Costs E .w

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Ofsted rated "Good" in all areas- February 2013 "Pupils enjoy their learning and feel happy, safe and secure"

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CONTENTS

INTRODUCTION

COMMISSIONING MODEL

INTERVENTION AND SUPPORT DETAIL

KEY STAGE 3 AND 4 COMMISSIONER RATES

HOW TO REFER

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INTRODUCTION

What is Foundry College?

Foundry College is a Pupil Referral Unit located near the centre of Wokingham. We specialise in creating and developing bespoke programmes for young people who face challenges and barriers to their education.

The College provides placements for pupils who have been permanently excluded from schools as well as support services to prevent exclusion. In addition, Foundry College fulfils the statutory requirement to provide support to pupils with medical needs who cannot attend school regularly.

Referrals of pupils to Foundry College are prioritised to identified commissioners that include, but are not exclusively, Wokingham Borough Council, Wokingham Borough Schools and Academies and Free Schools within the Wokingham Boundary.

Core Purpose

o Education of Pupils whose Medical Needs or Vulnerability interrupt their access to full-time education in school

o Education of pupils who have been permanently excluded from School

Additional Pupils supported at Foundrv College

Foundry College aims to support pupils who need additional support over and above what is available in mainstream schools in order to fulfil their potential. We aim to be as flexible as possible within the physical capacity of the College.

Referrals may be made for pupils where there is demonstrable evidence of one or more of the following:-

• Pupils who are showing a level of disengagement from, or inability to cope effectively within mainstream provision which is placing them at serious risk of permanent exclusion

, • Pupils who have insufficient or inconsistent attendance (where there is poor attendance less than 60% and it is a complex case requiring multi-professional support and where straight forward enforcement action may be deemed inappropriate)

• Pupils where a Managed Move to another mainstream school has not been successful

• Pupils who are experiencing significant bullying (including cyber-bullying) • Pupils who are exposed to abuse, or considered to be at risk of abuse • Pupils with additional needs that means they are struggling to cope with the

curriculum and organisation of their mainstream school.

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KEY STAGE 3 & 4

\ \

\ \

Commissioning Model

\ \

\ •

I I •

Secondment Bespoke

I I

I I

CPD / INSET Delivery

I

I I

I

The information in this booklet is designed to provide a flavour for the services that could be provided through Foundry College.

We recognises that your needs will change over time and should you require something different we would welcome your input and requests. Our staff are highly skilled and able to adapt to your needs and to plan alternative, bespoke or school/cluster specific interventions.

Enquiries for additional services not contained in this brochure should be made to the Headteacher Mary Rome in the first instance.

The additional services Brochure and prices will be updated annually to ensure that we are providing relevant and cost effective services to schools.

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INTERVENTION AND SUPPORT DETAil

Alternative Provision

• KS3 Intervention Programme • KS4 Back On Track Programme

For the above Alternative Provision Programmes please seen specific documents for further information

Individual Work

These sessions are 1 to 1 with the student and the behaviour worker. Sessions are designed to build a relationship with the young person to gain an understanding as to why they behave in the way they do. Individual work may be based on any of the "group work" topics or may be more specific to the individual needs of the young person.

Before we begin working with a student we would require a meeting with the person who referred the student so we can understand what the school would like us to achieve with them.

During the sessions the work will help the young person understand his I her actions and we will put in place achievable targets.

Group Work

The type of group work we offer: • Behaviour I Anger management • Building self-esteem • Friendship skills • Positive self talk techniques • Leadership skills • Organisation, Focus, Get it done ! • Secondary transition • Keeping safe in school • Peer mediation • Anti Bullying • Social speaking and social stories

Group work is designed for students to work together and gain a self awareness for themselves and others around them.

There are 8 sessions run in the school the first session is to meet and greet the students and gain an understanding of what the school would like to achieve from the group work. This session usually runs for 2 hours seeing the students for 15 minutes each and talking to the

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referrer. Then there are a further 6 sessions where the Behaviour Specialist works with the young people which run for an hour each. The last session is to feedback to both the pupils individually and HOY this will take up to 2 hours.

How to pick a group? The students should usually be from the same year group but not all close friends and for the group to work well it should be a variety of students. If behaviour work is required ideally 2 of them should be the worst offenders and the rest of the group being low level disrupters which will help balance out the group and ensure the best results for the school.

.. , The Behaviour Specialist(s) can take a minimum of 4 students and a . '

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maximum of 8 students per group the sessions will run for 1 hour during school time .

The school will need to allocate a room for the students and staff to work in it is best if it is the same room throughout the sessions to avoid disruption and confusion.

If a student misses more than 3 sessions we are unable to continue working with that student within the group, however we will look at another option for the student with the school staff.

After the sessions are complete the school will receive a written feedback on each student, including the progress they made during the sessions and advice on how to best work with the pupil.

If there are any concerns in picking the groups or any questions you would like answered please do not hesitate in contacting us. We are happy to advise you and answer any questions you may have.

Behaviour Management I Learning Observations

Observations will be carried out by a qualified teacher who is very experienced in dealing with classroom behaviour. The teacher will observe the staff in the classroom environment looking at how the young people interact with the teacher and how the teacher works with them. The teacher will then provide feedback on the staff member's behaviour management techniques and offer advice in a follow up session.

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Staff Training Sessions

Positive Behaviour Management - this is aimed at teachers, cover supervisors and support staff in school and focuses on positive behaviour management techniques. This course will help staff recognise the positive impact th·ey can have within the class, and learn a range of de-escalation strategies to use in the classroom with challenging teenagers. The course looks into the anger issues of a teenager, what makes the teenager who they are, and why they might become challenging within the class.

Anger Management - This will allow staff to work with young people with anger issues and how to address these appropriately. The goal will be to reduce the pupil's emotional feelings that cause anger and reduce the poor behaviour and put the emotions into something more positive.

PSP Training - Participants will be shown how to write a PSP and together a staff member and support for a pupil at risk of exclusion.

Other bespoke training topics can be delivered on request.

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KS 3 & 4 COMISSIONING RATES

Service Detail

• Secondment of Secondment of Foundry College staff member to a school or Behaviour cluster for a fixed term annual SLA Support Worker

• 1:1 pupil These may support PSP I MPA I TAC I CIN I CP cases interventions • May include anger management I relationships I anger for 6 sessions management 1 emotional literacy

• Planning meeting to set up contract and observe the child in class (3 hours)

• 6 sessions per pupil. (6 x 1 hr sessions plus 6 hrs planning I travel)

Total cost in time: 15 hours per pupil

• Group work We can facilitate the following specialised group interventions 1 staff member for or other bespoke areas on request. <4 pupils • 2 hours initial planning and course set up 2 staff members for • 6 x 1 hr sessions (plus 6 hrs planning and travel) >4 pupils • 2 hours reporting writing and feedback to staff:

• Behaviour I Anger management for all years • Building Self-Esteem for all years • Risky Behaviour - which includes sexual awareness,

Drugs awareness and being safe KS4 Total cost in time: 16 hours

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Sep 13 Qualified Behaviour - Teacher Support Mar14 Worker TBC TBC TBC

No Charge £532 £277

No £567 £296 Charge £1135 £591

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TAF

Classroom Observations

Training dedicated to schools

Attendance at TAF and review meetings (2 hrs including travel ) pre bookable 2 hours per meeting * only for pupils already supported b}'the College Observations include: Initial meeting with teacher to set ground rules and agree on focus for the observation Full lesson Observation Feed back with coaching I mentoring advice and closure

Pre bookable 3 hours per observation to include all meetings and travel Training packages offered include:

• Positive Behaviour Management

• Individual work with Pupils • Anger Management • Behaviour Management I Classroom Management

Observations (per hour)

• PSP Training

Other bespoke training available on request Total cost in time: Twilight session = 4 hours

Half day session = 5 hours Whole day session = 8 hours

Costs include resources but NOT venue. Rooms can be negotiated and booked on request.

No Charge £71 £37

*

No £105 nla Charge

No £141.80 £73.92 Charge £177.25 £92.40

£283.60 £147.84

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HOW TO REFER FOR All SUPPORT

From 4th September 2013 all referrals should be made through the Foundry College Website

www.foundry.wokingham.sch.uk

Please click on referrals and identify main need and criteria for your referral. Don't forget to click to send your referral

All referrals will be managed within 10 working days of receipt and will be followed up with a personal meeting. The meeting will aim to be solution focused and will work with schools to ensure that the referral is appropriate. Together we will establish the exact nature of concern and the needs of the young person.

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