Before we accept a placement, we read the plan properly and tell you whether we can deliver what Section F specifies. If we cannot, we say so.
A placement that looks right on paper and fails in practice costs the young person most, and costs you a second placement search under more pressure. We would rather have the difficult conversation at referral stage.
Delivering Section F
Each student’s provision is planned against the outcomes in their plan rather than against a standard timetable. Because we teach one-to-one and in very small groups, most of what Section F asks for can be delivered within ordinary teaching rather than bolted on as separate intervention.
A student’s provision is mapped primarily through the child’s and their parent/carer voice and from the requirements in the child’s education, health and care plan. The provision map informs the child’s learning journey, detailing planned interventions and timeframes, and is reviewed and updated regularly.
On a day-to-day basis this learning plan is mapped on to each students’ daily timetable that outlines lessons and interventions to support SEMH needs. All of this activity is informed by student voice and remans flexible according to needs of the child.
Starting points
Most students arrive with gaps in English and maths that are wider than their age would suggest, and often after a long period out of education. We baseline on entry so that progress is measured from where the student actually is, not from where a year group descriptor says they should be.
Baseline assessments would be gathered in the first half term and often in the first couple of weeks.
Evidencing progress
Academic attainment is only part of the picture for our students. Attendance, engagement, emotional regulation are important but for a young person who has been out of education for a while, walking through the door every morning is great progress.
Reporting to you
Parents/ carers and the LA will get weekly updates giving a brief overview of the things that their child/student has done over the week. This will show levels of engagement, academic progress and student wellbeing.
If for any reason your child/ student is showing difficulties in accessing their placement with us we will make early contact with parents/ carers, the LA, and those supporting the child and review and amend any support plans to meet the needs of your child.
Annual reviews
We contribute to annual reviews with evidence of progress against each outcome, an honest account of what has and has not worked, and a view on what the plan should say next. Parents/ carers and the student are an essential part of that conversation.
Working with other services
We work closely with SEND team, CAMHS, social care, youth justice partnership, virtual school and any commissioned therapists. Our teachers and support staff will attend external meetings or set up meetings in school around your child’s support.
Ask us about a specific plan
Send the EHCP and we will tell you honestly whether we can meet need, within fifteen calendar days in line with the statutory consultation period. If we need more information to reach a view, we will tell you what and when.
Contact us
Telephone: 01724 454377
Email: admissions@pledge2learn.co.uk
