Pastoral Support Programmes

Pupils who do not respond to school actions to combat disaffection may be at serious risk of permanent exclusion or criminal activity, and may need a longer term intervention to keep them from dropping out of school altogether. Teachers should actively identify such young people. Each one will need a Pastoral Support Programme worked up with external services.

Main Principles

• school based intervention;
• identification of precise and realistic behavioural outcomes for child to work towards;
• overseen by a nominated member of staff;
• short and practical.

For Whom?

• a child whose behaviour is deteriorating rapidly;
• a pupil who has had several fixed term exclusions;
• a pupil at risk of permanent exclusion;
• a pupil identified as at risk of failure through disaffection.

N.B. A Pastoral Support Programme should not replace the SEN assessment process. Rather than set up a Pastoral Support Programme for pupils with an IEP, IEPs for pupils at risk should reflect appropriate strategies to meet additional needs.

Setting up the Programme

Parents and LEA representative are invited by the school to discuss concerns and what may be reasonably expected of pupil.

The LEA agrees what monitoring and support it will give. According to its policy it may:

• offer support free;
• add to school budget for support;
• offer support to a different school to receive and educate child.

Other agencies which may be involved:

• SSDs;
• Housing;
• VOs and Youth Service;
• Careers Service;
• Ethnic Minority Community Groups.

Points for consideration:

• literacy skills;
• disapplication from National Curriculum;
• changing teaching set or class;
• joint registry at school and PRU.

A managed move:

• Learning Support Unit.

Structure:

• fortnightly targets, rewards and sanctions;
• time limit e.g. 16 weeks;
• reviewed at least half way through.

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