1) What has happened so far?

1. The Future Development of the Pupil Referral Service and Access to Alternative Provision in Somerset

2. 1) What has happened so far? • There have been two meetings of the task and finish group. • The first meetings have focused on the following agenda: • Define the purpose of the task and finish group • Establish the timeline for the review • Provide background information on the need for a review • Outline the potential impact of government legislation • Identify local needs and gaps within Somerset • Outline the statutory duties for PRUs • Discuss options for doing things differently • Define some key principles on which to base the discussions • Review the consultations provided by the area heads meetings and the online survey • Begin to develop an outline strategic model for the leadership group on which to base future PRU development discussions

3. The Purpose of the Task and Finish Group • To consider all of the responses to the alternative provision consultations. • To develop the overall strategic vision for the Pupil Referral Service across Somerset • To provide feedback and recommendations to the compact sub-group for vulnerable learners, the Compact Executive and schools forum • To work up the operational and strategic detail that supports the implementation of the strategic vision • To act as the link and provide feedback to the professional associations that each member represents. • To establish a timeline and monitoring processes that support the implementation of the strategy • To meet all deadlines as required by the Compact.

4. Initial Timeline • T&F Group - Friday 4th Nov - Initial discussions regarding overarching principles • T&F Group - 14th Nov – consider consultations received – begin to work up documentation on the outline strategic vision • Compact (Sub Group) – 22nd Nov – Report back to the Compact on the the work so far and the outline strategic vision • T&F working groups - meet to work on refining the operational and strategic activities with co-opted members (w/b 5th Dec, w/b 9th Jan) and establish the next phase of consultation • T&F Group - w/b 16th Jan - Final report prepared for Compact • Compact (Sub Group) – 26th Jan - Final report presented • Post Jan 26th – Implementation Phase

5. What are the Options? • All current funding for alternative provision is devolved to schools to deliver their own alternative provision (together with all of the duties around Section 19 (1) Education Act 1996 • The delivery of alternative provision is put out to tender as a contract for either a school, a cluster of schools or a private provider to take on. • The pupil referral service uses new delegated powers and ability to diversify and innovate to create fewer but larger PRUs that operate as schools in their own right. Working closely as partners with clusters of mainstream and special schools. • Or any combinations of the above

6. Key QuestionsDiscussions have focussed on the following areas • Geography – where should they be? • Areas – how will they link to partners? • Integrated PRUs – cross phase and function • Improving diversity of provision - In-reach/Out-reach • Sites – multiple, single, shared sites • Budget – delegated, devolved to schools, traded contracts • Governance – accountability • Leadership – executive heads • Centres of Excellence • Partnership Working • Diversification • Access – PEVP future • Continuum of Provision

7. 2) What has happened so farGathering feedback from the consultation papers 57 returns: 43 Primary, 2 Secondary, 8 PRU, 4 LA officer 75%+ strongly agreed the notion of pupil numbers, needs and geography defining the provision 70%: support integration of the PRU’s most referring to wider integration with the mainstream school clusters 90%+: want to explore further the idea of the centres providing in-reach and out-reach Leadership: 80% want leadership where the PRU head teacher links to mainstream and special school networks

8. 3) What has happened so farWhat are the emerging themes

9. Key Principles • To explore further the idea of a Hub and Satellite PRU model. • To work on increasing diversity, provision and capacity of the existing PRU network • To ensure that any service should meet the needs of all vulnerable young people. • To explore further the integrated PRU model in its widest sense – Cross phase and function - in and out-of-school support that is personalised and flexible. Integration with mainstream and special schools and academies. • To explore further new opportunities for in-reach and out-reach work delivered by specialist staff including for example SEBBS, adolescent support workers, PFSA’s and deliverable to all Key Stages. • To ensure that any future service would provide out-of-school provision for KS 2, 3, 4, LEC Medical Tuition and Virtual Classroom day 6 provision. • To ensure that Key stage 1 provision/support is highlighted as an area of need and further discussion takes place in conjunction with other service reviews. • To facilitate real partnership working between PRU’s, mainstream and special schools and other support services where there is the sharing of good practice and opportunities to learn from each other. • To clearly recognise the geographic needs and differences across Somerset in planning a new service delivery model. For example, the impact of the rural context in West Somerset and Frome and the urban contexts of Yeovil and Bridgwater • To develop proactive identification and responses to support the needs of pupils before they are excluded; i.e. closer tracking of need within schools. • To seek opportunities for specialist PRU staff to work closer with schools in order to share their specialism; joint professional development needed.

10. The emerging outline strategic model • To develop four integrated (cross phase and function) PRUs three of which would offer or support the delivery of smaller, but identical satellite provision in Frome, West Somerset and Chard • Each PRU would exist as a school within its own right and be self managing, but work closely as a partner with defined clusters of schools but retaining the ability to offer provision and support outside the defined area. • Each PRU school would have a delegated budget, a newly formed statutory management committee body and a single management structure under a Headteacher. Partner members and agencies would take an active role in the governance of the school and the Headteacher would belong to the same professional bodies as other Heads. • The PRU school could potentially act as both commissioner and provider through partnership working with schools and the voluntary and private sector. Each PRU school could provide in-reach and out-reach programmes for schools within their cluster through the management and deployment of specialist support staff.Current projects for single site integrated PRUs in Mendip and South Somerset should continue and could be used to contribute to increasing capacity elsewhere in the County. However, the integrated PRUs could exist on single or multiple sites, but must retain the ability to support the more geographically remote parts of the county through the active management/support of satellite provision. • Key Stage 1 provision/support, SEN provision for pupils with statements within the PRUs, support for vulnerable learners and their families and access arrangements for the integrated PRU schools needs to be considered in closer relation to other service reviews for these areas.

11. Next Steps Operational Activity • Leadership and management • Governance • Area/Cluster Structure (geography/Need) • Budget allocation – making it work Strategic Activity • Fair Access Protocol • Linking BESD Strategy • Area Panels • Key Stage 1 and Early Years support • Partnership working