Suffolk County Council’s Education Other Than at School (EOTAS) policy states: ‘We believe that for the majority of children and young people in Suffolk the best place to undertake their education is in their local mainstream school. We recognise that schools have to respond to a diverse range of pupil needs and they do require help and support from other agencies, including the Local Authority (LA). There will however be a small, but significant group of children and young people who cannot be educated in school.
’ This admissions policy is underpinned by the mandate of the overall Education Other Than At School policy (EOTAS), on the basis of ensuring that an educational place is offered to children and young people deemed medically unfit to attend school and those permanently excluded from mainstream school.
The inclusive education approach is to create an environment that is responsive to learner diversity and to ensure that all children and young people have the best possible opportunities to learn; through working together to meet their educational needs by finding creative solutions that build upon their strengths.
Our inclusive education practice within this admissions policy is based on principles from the
‘Equality and Human Rights Commission, Public Sector Equality Duty Guidance for Schools in
England: http://www.equalityhumanrights.com/uploaded_files/pdfs/public_sector_equality_duty_guidance_for_scho ols_in_england_final.pdf
The Local Authority is committed to ensuring the safety and well being of all children and young people who access EOTAS provision. The LA follows all Safeguarding guidance, including safer recruitment and consistent use of the Single Central Record. All decisions taken with respect to the placement of children and young people always takes account of their safeguarding needs.
T he Local Safeguarding Children’s Board, (LSCB) Policies, Guidance and Protocols: http://suffolksafeguardingchildrenboard.onesuffolk.net/procedures/lscb-policies-guidance-and-protocols/
All children of statutory school age must attend a registered educational provision. Where a child is unable to attend a mainstream school for medical reasons, or if they are excluded, or at risk of exclusions, they become the responsibility of the LA through the EOTAS service.

All pupils accessing the EOTAS service are required to be on the roll of registered provision; this can be via a group which is part of a Pupil Referral Unit, or other provision commissioned by the LA.
The Department for Education document ‘Exclusion from Maintained schools, Academies and
Pupil Referral Units in England, a guide for those with legal responsibilities in relation to exclusion’ provides the legal framework for the Local Authority’s statutory responsibility as follows: For permanent exclusions, the local authority must arrange suitable full-time education for the pupil to begin no later than the sixth day of the exclusion. This will be the pupil's ‘home authority’ in cases where the school is maintained by (or located within) a different local authority.
For children and young people in the care of the Local Authority, educational provision will be identified and put in place within 24 hours. In addition, where a pupil has a statement of SEN, the local authority must ensure that an appropriate full-time placement is identified in consultation with the parents, who retain their rights to express a preference for a school that they wish their child to attend, or make representations for a placement in any other school.
Local authorities must have regard to the statutory guidance, Promoting the Educational
Achievement of Looked After Children: Statutory Guidance for Local Authorities when carrying out their duties in relation to the education of looked after children. Provision does not have to be arranged by either the school or local authority for pupils in the final year of compulsory education who do not have any further public examinations to sit.( P11, 44-47)
Exclusion from maintained schools, Academies and pupil referral units in England http://media.education.gov.uk/assets/files/pdf/s/exclusion%20from%201%20sep%202012%20 guide%20for%20those%20with%20legal%20responsibilities%20in%20relation%20to%20exclu sion%20june.pdf
The Local Authority is committed to following the DfE statutory guidance ‘Ensuring a good education for children who cannot attend school because of health needs’ which was published in January 2013 and revised in May 2013. EOTAS coordinators and Lead Teachers should refer to this guidance for clarification of their statutory duties. LAs have a duty to
‘arrange suitable full-time education (or part –time when appropriate for the child’s needs) for children who are unable to attend a mainstream or special school because of their health’.
The guidance continues ‘where a child cannot attend school because of health problems, and would otherwise receive a suitable full-time education, the LA is responsible for arranging provision and must have regard to this guidance’. The guidance recognises that each child with medical needs is different and that the provision must match the identified need, but it also requires that provision is identified and pro vided with ‘minimal delay’. There is also clarity on the need for all professionals to work collaboratively and states that parents have the responsibility for providing medical evidence; although LA officers are responsible for liaising with medical professionals throughout the placement. The Local Authority is committed to providing suitable educational provision within a 15 day time frame following notification
January 2013 Guidance (updated May 2013) -Ensuring Good Education For Children Who
Cannot Attend School Because of Health Needs. http://media.education.gov.uk/assets/files/pdf/s/health%20needs%20guidance%20%20-
%20revised%20may%202013%20final.pdf
All referrals must be addressed by LA officers as soon as they are received; it is good practice that placements are discussed and agreed by EOTAS coordinators and PRU Headteachers where they maintain overall responsibility for the individual provisions.

Where a child is attending an Academy, the LA must be notified of a permanent exclusion as soon as possible; failure to do so may cause an avoidable delay in the provision of a suitable alternative placement by the EOTAS service.
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Student has been permanently excluded from mainstream school, or is at serious risk of exclusion and has been discussed with LA officers.
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AD5 Referral form has been completed by the mainstream school with attached completed Risk Assessment.
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There is evidence of all strategies which have been tried, e.g. access to Behaviour
Support Service, Educational Psychology Service, Common Assessment Framework
(CAF) and other agency involvement.
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The referral has been discussed with parents who are in agreement with the proposed placement.
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There is evidence of academic attainment, educational and vocational strengths and weaknesses included in the referral.
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There is capacity within the group to take the student; the individual student Risk
Assessment shows that the student will benefit from a place at the identified setting.
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Students could have specific learning difficulties and may have a statement of educational needs.
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AD 5 Referral form has been completed by the mainstream school with attached Risk
Assessment.
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Student is not attending identified mainstream provision.
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CAF/TAC/CIN in place with evidence of complex need (s) inside and outside the educational setting.
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Students could have specific learning difficulties and may have a statement of educational needs.
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Student could be vulnerable as they have diagnosed medical difficulties, e.g. ASD/AS
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The identified setting has the capacity to take the student and the Risk Assessment supports the placement.
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AD 5 Referral form has been completed by the mainstream school with attached Risk
Assessment.
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Student is not attending identified mainstream provision.
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Medical evidence is in place to support inability to access current provision.
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There is capacity in the identified group provision.
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The individual Risk Assessment indicates that the student will benefit from a group placement.
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The stability of the group will be maintained and the safety of individual students will be unaffected.
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AD 5 Referral form has been completed by the mainstream school with attached Risk
Assessment.

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Student is not able to access group provision.
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May have a medical condition which limits their access to education e.g. CFS.
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May be waiting for an Out of County place.
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May have committed a crime.
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Unable to access tuition with other pupils.
When a child attends a mainstream school, it is the responsibility of the school to inform the
LA when the child is close to Permanent Exclusion, or has a history of poor attendance, which should be monitored by the Educational Welfare Service. The Inclusion Coordinator should be aware of any pupil who is close to exclusion and should be notified immediately when a permanent exclusion occurs. The LA can only fulfil the statutory responsibilities if there is good communication in place. Once the child has a Permanent Exclusion, LA officers have six days from the date of the exclusion to have an educational offer in place.
It is important that any decision is made with full consultation with all significant professionals while following all statutory guidance to ensure that the child is able to move into EOTAS provision as swiftly and safely as possible.
INCLUSION CORDINATOR
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Contact the mainstream school and request an AD5 and Risk Assessment.
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Collect information in preparation for placement, i.e. academic, SEN.
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Attend the Permanent Exclusion (PEX) hearing.
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Liaise with EOTAS coordinator.
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Identify placement and consult with the PRU Headteacher, Lead Teacher and
Inclusion Coordinator.
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Arrange initial meeting with parents.
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Contact integrated team if CAF in place.
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Meet family with lead teacher, as appropriate
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Ensure that all information is sent from the mainstream school to the Lead Teacher
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Arrange transport when start date has been agreed.
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Attend regular, planned review meetings.
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Attend CIN/TAC meetings as agreed with Lead Teacher.
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Develop an exit plan in consultation with the Lead Teacher and Inclusion Coordinator.
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Initial discussion with EOTAS Coordinator when child identified as close to exclusion.
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Attend induction meeting with parents and EOTAS Coordinator as appropriate.
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Agree start date and admission plan.
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Ensure that there is a robust induction and assessment plan in place.
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Secure from parent agreement on consent to share data
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Ensure all required policy agreements are read and signed by parent and child.

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Produce an individual learning plan, based on a robust baseline assessment and prior data.
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Attend regular planned review meetings (with relevant service agencies if required)
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Ensure that monthly planning/progress reports (AD8) are tracked and monitored.(1:1 service)
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Facilitate progress review meetings with students and parents.
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Develop an exit plan in consultation with EOTAS coordinator and Inclusion Coordinator as required.
When the student joins an EOTAS group, there should be a thorough Induction process which covers expectations and boundaries. The individual learning plan should be based on an accurate baseline assessment of the student’s academic ability and their learning styles. It is important to cross reference scores obtained at the setting with data provided by the previous school as well as data held by the LA so that progress can be tracked during the placement.
Each setting should carefully consider each student’s emotional and social background, and provide a key worker if needed. It is important that the student has support to enable them to develop positive work habits and address all emotional and social challenges they face. Each student should have regular 1:1 mentoring sessions to address their own issues.
On arrival at the EOTAS setting, the pupil should have a Risk Assessment which should be reviewed within the first half term to reflect the behaviours seen at the new setting.
Individual Learning Plans (ILPs) and /or Individual Education Plans (IEPs) should be developed or reviewed within the same time scale.
Positive links should be made with other agencies, e.g. CAMHS, Catch 22 etc.to meet individual pupil needs.
With students at KS4, contact should be made with the Youth Service, via the integrated
Team, to enable planning for post 16 to take place. Vocational or work place learning should be considered and put in place if agreed.
Communication within the setting should include: daily staff briefing so that all staff can contribute their observations of each child to inform future actions and identify consistent responses.
Review meetings should be held each half term with LA officers to share information about pupil progress and identify further needs and actions.
EXIT STRATEGY
For most KS4 students, a placement at an EOTAS setting should be regarded as a destination and the exit plan should focus on post 16 provision. The support of the Youth Service in the provision of Information, Advice and Guidance is essential and should supplement the curriculum which is offered by the individual service.

There is an expectation that all pupils accessing EOTAS from KS1 to KS3 should be regularly assessed as to their readiness to return to mainstream education.
The progress of all children and young people should be reviewed on a regular basis, at least termly. All review meetings should involve parents, the young person themselves and other professionals as needed. LA officers should continue to be involved in the placement reviews and are responsible for liaison with mainstream educational settings when the child is ready for reintegration.
This policy was developed within a Task and Finish group, chaired by PRU Headteacher with
LA officers and staff from group settings.
The policy will be reviewed on an annual basis.
October 2013