Reduced Education and Off-Site Education

Intent 

At the PRISM Independent School, we acknowledge that our pupils need flexible, individual curriculums and, occasionally, timetables to meet the needs outlined in their EHCP. One size does not fit all.  We aim to tailor our universal offer to fit the needs of most pupils who come to Prism. However, pupils have a range of social, emotional and mental health needs, as well as many co-existing diagnoses such as Autism, ADHD, ODD, PDA, Attachment Disorder or needs, anxiety or sensory processing difficulties.  

We recognise that our curriculum and environment need to be inclusive and accessible, providing opportunities for all pupils to succeed. Furthermore, we recognise the need to offer other provisions and opportunities, particularly as pupils prepare for adulthood, to allow pupils to achieve outside of what is available in the school environment.  

Legal Framework  This policy has due regard to legislation and statutory guidance, including but not limited to the following:  

• The Education and Inspections Act 2006  
• General Data Protection Regulations 2018  
• The Education Act 2002  
• DfE (2013) Alternative Provision DfE (2017) 

Personalised Curriculum  

The ‘universal offer’ is personalised through differentiation to meet the need and, depending on the individual, the pupil’s pathway; this may involve offering different and/or therapeutic input in small groups or 1:1 withdrawal for specific interventions. Individual 

Reduced Timetable  

Parents/ carers and the school may occasionally decide that a pupil needs access to a reduced timetable due to substantial time away from school, anxiety, or medical needs. A pupil transitioning from one setting or homeschooling may also require a reduced timetable in an interim period. We always aim for pupils to be with us full-time in school, but we acknowledge that we may need to reduce pressures for a child or young person to thrive and have a team of home support tutors to support continued education off-site. 

Timetables are reviewed regularly, at least half-termly to increase exposure to school and to peers. They are usually written in conjunction with the educational psychologist or CAMHS.  

Site Provision at another centre (leased by the school and run by school staff)  We acknowledge that many pupils at PRISM Independent School need space and a practical approach to learning, including brain breaks, time to process, and physical space to self-regulate. This may include pupils going for a walk away from others on site, going to their preferred space in a classroom, using a range of tools such as ‘twiddles’, or a range of other self-regulation activities that will be identified in their plans. Therefore, we lease a centre close to the pupil for ease of access and an exceptional learning environment.  

The school may arrange off-site provision for pupils for several reasons including, but not limited to, the following:  

• To encourage the inclusion in education of pupils who have had one or more fixed-period exclusions or who are at risk of permanent exclusion  
• To ensure pupils are offered a variety of alternative curriculum provisions as a way of supporting their more comprehensive development and equipping them with skills and experience that will benefit them later in life  
• To further personalise the curriculum for some pupils where there is a need  
• To meet the needs of pupils who struggle to meet the academic and social demands of onsite education expectations  
• To negate any damage caused by negative experiences, a pupil may have had in subject areas they cannot access  
• To meet the EHCP obligations  

Once directed to offsite provision, the length of time a pupil spends there will depend on what best supports their needs, providing the placement is appropriate and their progress is regularly monitored.  Directing a pupil to offsite provision can benefit them in different ways depending on their circumstances, including the following:  

• Pupils are given a greater degree of flexibility in what and how they learn, which can increase motivation 
• Pupils are given a level of independence and are encouraged to take responsibility for themselves. 

High-Quality Offsite Provision Alternative provision will differ depending on their needs; however, the providers commissioned by the school aim to:  

• Be suited to individual pupils’ capabilities and identify their specific personal, social and academic needs to help them overcome barriers to attainment and learning.  
• Achieve good academic attainment on par with that provided at the and deliver appropriate accreditation and qualifications.  
• Improve pupil motivation, self-confidence, attendance and engagement with education.  
• Report attendance as agreed in a timely fashion.  
• Report breaches of health and safety to the school urgently.  
• Report Safeguarding concerns to the DSL/ a DDSL.  
• Be in line with School expectations, including Behaviour Policy, E-Safety and GDPR  
• Provide clearly defined objectives to the school and pupil.  
• Communicate clearly between school and provider, usually weekly.  

Before commissioning a service, the school completes: 

• an agreed contract between Pupil, School and Home. 
• Complete a check of Risk Assessments and Documentation.  
• Be satisfied that a Safeguarding checklist has been completed.  
• Work together to continue to improve the service.  

The school will provide in a timely fashion. 

• Medical information 
• Arbor contact sheet 
• EHCP targets and Personal Support Plan 
• Risk Assessment.  

PRISM staff, including Senior and Middle Leaders, will visit at least three times each school term to check on paperwork, policies, and safeguarding. They will also observe a session and check learners’ progress. Other visits may be arranged as required.  The suitability of the offsite provision is continually assessed to ensure they continue to offer the best path for the school’s pupils.