Index Number:
No. 17.2
Document:
Self assessment at risk of missing out on education
Description:
A report on children, for whom the local authority
is responsible, who are of school age and who are
not in receipt of full-time school education at the
time of inspection. This report should include for
each child:
- Child unique ID, date of birth, UPN
- Type of educational provision that they are
receiving, including home tuition
- Number of hours provision per week (in particular
whether they are receiving more or less than 25
hours per week)
- Type of exclusion (if the child has been excluded)
- Date when alternative provision commenced.
EDUCATION OTHER THAN AT SCHOOL SERVICE 2012-13
EOTAS SERVICE SELF
EVALUATION
ACADEMIC YEAR: 2012-13
Chris Farley (EOTAS Service Manager)
EOTAS Self evaluation 2013 1
SELF EVALUATION
EDUCATION OTHER THAN AT SCHOOL:
Champion of children and young people’s right to full time
education through alternative provision
Significant reduction in permanent exclusions
from 70 to 23 in a 6 year period
• by prioritising a 'prevention of exclusion' caseload and multi-agency
approach
Evidence that outcomes improve for pupils who
engage with alternative provision
• In 2012-13 75 Year 11 pupils gained accreditations after engaging with
EOTAS with EOTAS providing teaching input for some or brokering
successful placements with quality assured alternative providers for
others.
Effective delivery of 1:1 or small group tuition
outside of the home for pupils with longer term
medical needs
• evidence of re-integration into school and/or attainment of external
accreditation eg GCSE, Arts Award with 32 Year11s gaining at least 1
GCSE in 2012-13
Robust measures to trace children reported
missing from education
• Only 1 open case of a pupil reported missing and not traced since 2010
(a child from a Traveller family who does not appear to have registered
at another school)
Evolution of an EOTAS team responsive to
diverse pupil needs and changing local/national
requirements
• excellent reputation with schools, improving quality and broadening
range of service provided, successful partnerships with professionals
EOTAS Self evaluation 2013 2
CONTENTS
page
Systems and Communication
3
Learners
9
Outcomes
13
Provision
17
Accountability
22
APPENDIX 1: Networks and Partners explained
29
APPENDIX 2: Alternative Providers (current)
32
APPENDIX 3: Case Studies
33
EOTAS Self evaluation 2013 3
SYSTEMS AND COMMUNICATION
The Education Other than at School team (EOTAS) works in partnership with
schools and other agencies to identify and then support those children and young
people of statutory school age who are temporarily unable to attend school and may
need alternative education programmes arranged for them.
EOTAS is part of a broad strategic network which ensures that support around
vulnerable individuals and their family is co-ordinated for maximum impact. Often
this will be part of the CAF process. We arrange access to the highest possible
quality of education and offer positive learning experiences which lead to successful
progression for our learners.
The strategic lead is a lead school adviser for equalities with leadership
responsibilities in the Children’s Services Group, supported by an experienced and
dedicated EOTAS team manager and diverse team of well-established and
committed professionals who know our children and young people very well.
Client Groups
Targeted groups of pupils who are not accessing full-time education, for whatever
reason, are made known to the Education Other than at School (EOTAS) team via
effective referral systems which are in place. These groups include:
a) Medical/Mental Health
 School or Education Welfare Officer (EWO) in contact with parent/carers
regarding pupil’s absence from school
 Referral made to EOTAS Service by either school or EWO, with
recommendation from a medical professional, once they have discussed
the reasons the absence with the parents/carers.
b) Pregnancy
 The Reintegration Officer (Teenage Pregnancy) makes these referrals.
She is the main point of contact for schools, midwives and other health
professionals.
c) Permanent Exclusion
 At the request of the Local Authority, schools email a report of every
exclusion (fixed term and permanent) to EOTAS
 Permanent exclusions are forwarded immediately to relevant Local
Authority officers:
EOTAS Self evaluation 2013 4
o the EOTAS team manager
o the Social Inclusion Officer, who will normally attend the governing
body review meeting
o the Reintegration Officer (Excluded Pupils), who will arrange to visit the
parents/carers to discuss alternative provision package
o the EOTAS Learning Manager for the school, who will arrange tuition if
it is part of an alternative programme
o the Admissions Team Leader, to flag up the potential need for a school
place for the pupil if the exclusion is upheld
o other staff where appropriate e.g. Special Educational Needs, Drug
Action Team
o the admin assistant to arrange for the excluding school to complete
and return a home visit risk assessment and an Information Passport
d) Prevention of exclusion
 Schools make direct contact with the EOTAS Service for advice and
support. We promote a multi-agency approach involving early intervention
services e.g. Locality Inclusion Support Teams (LISTs)
 Where the case has already gone through such early intervention stages,
a member of the EOTAS Team will usually attend a meeting in school
involving parents and other agencies and alternative provision (part or fulltime) will usually be discussed
 The EOTAS Team member asks the school to complete an Information
Passport so that the referral can proceed.
The SEN team arrange alternative provision, when this is deemed appropriate, for
pupils with statements of special educational need. This can be arranged in
partnership with EOTAS or commissioned by SEN independently but using the same
contracted quality assurance providers.
Pupils who are not referred to EOTAS through any of these processes are identified
by multi-agency partnerships, for example those whose school attendance is very
low, those leaving custody, young carers.

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The Supporting Families Partnerships (aka Troubled Families)
LMAPS (Local Multi-agency Problem Solving) process
Missing Out – children missing from education strategy
Think Family sub-committee of the Children’s Safeguarding Board, joint with
Adult Safeguarding Board
The Special Educational Needs (SEN) team
Vulnerable Groups Services Management Team
EOTAS Self evaluation 2013 5
Communication with schools, academies and partner agencies

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The EOTAS team has been evolving for 10 years and is well established in
Northumberland (amongst schools/academies and children’s workforce) as an
initiator, co-ordinator, provider and commissioner of alternative provision (AP) for
children and young people. The team is mainly funded through the DSG and is
therefore accountable to the Schools Forum for outcomes and the fulfilment of
statutory duties
EOTAS systems ensure that all pupils who are at risk of not receiving full time
education for reasons relating to exclusion (permanent and fixed), SEN, teenage
pregnancy and medical needs (including mental health) are identified early so
that provision can be arranged
The Lead Adviser who line manages the team has a strategic overview of all
services to support the education achievement of vulnerable groups of children,
and functions at leadership level in the Children’s Services Group. This facilitates
partnership working with services from social care e.g. safeguarding and
Teenage Adolescent Services, as well as the wider County Council and partner
agencies e.g. FACT
The team has a cross-agency character with one post funded by Teenage
Pregnancy
The team participates in key strategic networks to ensure that pupils are
identified, monitored and appropriately supported:
o
o
o
o
o
o
o
o
o
o
o
o
Vulnerable Groups Management Team
Supporting Families Partnership (aka Troubled Families)
Children Missing from Education strategy
Virtual School for Looked After Children
Secondary School Behaviour and Attendance Collaborative
Local safeguarding board sub-groups e.g. Vulnerable Adolescents
Health Partnerships, reporting to the Children and Young People’s Joint
Commissioning Group
Think Family – with a focus on young carers
CAF mechanism, including EOTAS members as lead professionals
Corporate Parenting Panel
Multi-agency work around CiN, CP and LAC
Emerging Additional Needs strategy
Networks and partners are explained in Appendix 1 (page 28)

Performance management of Children’s Services (CSG) using local and national
performance indicators, including, exclusion, provision of full time education for
pupils with medical needs.
EOTAS Self evaluation 2013 6

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EOTAS maintains a high profile with service users, potential users and families
(including carers) via relevant pages on the Northumberland County Council
website
There is a schools e-courier service on a dedicated Northumberland schools
website which is used to exchange information and invite consultation on matters
relevant to those not receiving full time education in school
The alternative providers used by the Local Authority have their own websites
and publicity materials which are made known to schools and where appropriate
pupils and their parents/carers
A pupil engaged with EOTAS will be monitored closely and regular reviews will
take place with all professional partners involved e.g. the pupil, EOTAS tutor,
school, alternative education provider. If an individual is still either not
receiving/engaging or at risk of not receiving/engaging in full time education when
they are deemed able to do so, then a referral is made to the Vulnerable Groups
Management Team.
Parents and Carers

An evaluation of parents/carers and pupil views is collated annually using a flow
of feedback collected whenever an EOTAS case is closed. The summary tells us
that in 2012-13:
o 100% of pupils think that we are effective at communicating with them and
it is clear what is required of them
o 91% of parents/carers think we are effective at ensuring their child is
making progress and achieving with their education and 90% also think we
are effective at making their child feel valued
o 97% of schools think that we are effective at attending and contributing to
meetings and 96% think we have effective relationships with their pupils
and with staff from other agencies

Attendance of parents/carers in regular reviews about progress and provision is
very good
EOTAS provides a home visit for every permanently excluded pupil, which
includes:




Advice on exclusion processes
Referral to Action for Children who can provide an advocate to support
parents/carers through the exclusion process where this is requested
Advice on alternative provision
Advice on ‘next school’ where appropriate
EOTAS Self evaluation 2013 7

Ensuring any immediate queries are dealt with and parent / carers have
contact telephone number should any other issues arise
Opportunity to meet EOTAS staff in school for prevention of exclusion cases:


face to face discussion about options available e.g. alternative provision
packages, managed moves
followed up by review meetings
Every case (medical, mental health, pregnancy, permanent exclusion, prevention of
exclusion) where the EOTAS Service is a provider of alternative education (group or
individual tuition) will involve:




the Learning Manager for the case contacting the parent/carer
in some cases, this may involve a home visit from the Learning Manager
themselves or from a tutor due to work with the pupil
each parent/carer will be sent 2 copies of our Home-Service agreement and
an sae to return a signed copy to the Learning Manager
once tuition is underway, parents/carers are invited to reviews and receive
progress reports every 6 months
Family support is also offered through the Youth Offending Team, Think Family, the
Parent Support Partnership and children’s social care teams.
Supporting Families Initiative
In Northumberland we have re-named this initiative the Supporting Families
Partnership to focus positively on the services available to families (rather than the
negative approach of what troubles them). The success of our initiative is very much
dependent on the contribution of partner agencies and we are developing a countywide model to be delivered through the Family Recovery Project in Ashington in
close liaison with the Targeted Adolescent Youth Service. Northumberland’s
target is to work with a total of 650 families over the 3 year programme.
A strategic group has been convened which includes the Lead Adviser Equalities.
As the initiative aims to ensure that the children of the referred families are at school,
it is likely that once the model is fully implemented that the operational group will
refer pupils to EOTAS, and EOTAS may identify families for referral from their close
contact with schools. There is local discretion to add families who meet any two of
the three criteria and who are a cause for concern to any agency. Children and
young people subject to child protection plans, domestic violence and teenage
pregnancy are our local discretion criteria.
Multi agency Information Sharing Hubs will be established in each locality.
Communication through the Secondary School Behaviour and Attendance
collaborative is also crucial, where lead professionals from all secondary phase
schools and academies in the authority share intelligence and good practice with
EOTAS Self evaluation 2013 8
Local Authority professionals e.g. Lead Behaviour Professional and Senior
Education Welfare Officer from the Locality Inclusion Support Teams and the
EOTAS Service manager, all of whom participate in the collaborative.
The actions of the Partnership to date demonstrate the relationship of the initiative
with other services, including EOTAS, who are concerned with providing full time
education for our pupils. For example: the Strategic Community Safety &
Licensing Manager has been appointed as vice Chair of the Supporting Families
Partnership; a representative from Job Centre Plus is the District Partnership
Manager; the Arch Deacon of Lindisfarne is the Supporting Families Partnership link
(champion).
Targeted Adolescent Service (TAS): the Youth Offending Service is a central part
of the Supporting Families Partnership and identifies young people through the
following criteria:
o Involved in crime and anti-social behavior
o Children not in school
o Adult on benefits
The Teenage Pregnancy Team is also a strong contributor and identifies young
people through the following criteria:
o Involved in crime and anti-social behaviour
o Not in training or employment
o Local discretion – under 18 conceptions
A formal referral route through LMAPs (Local Multi-Agency Problem Solving)
meetings is being established, and LMAPS have referred 40 families to date. There
are 11 LMAPS across Northumberland who work through schools to identify very low
attendance.
EOTAS Self evaluation 2013 9
LEARNERS
Number of learners
The EOTAS team is supported 296 cases in the 2012-13 academic year.
Learner characteristics
Of those 2012-13 open cases:
64% were male and 36% were female
 89% of learners were in KS3 and 4
 95% of cases were of White British ethnicity.
 71% were eligible for free school meals and 48% were eligible for a pupil
premium
 Of those cases open in February 2013, 35% of EOTAS open cases were also
open to the LIST teams, and 29% have previously had a LIST referral
Key Stage of 2012-13 learners


50% of learners were in KS4 and 39% were in KS3
Only 8% of learners were in KS2 and 3% in KS1
EYF
KS1
KS2
KS3
KS4
Yr 12
EOTAS Self evaluation 2013 10
Learners with special educational needs
72% of learners have an identified special educational need:
SEN Status
Statement
Action +
Action +
No SEN known
Learner referral profile
The demand for support from EOTAS is established through monitoring by referral
category.
There has been a significant increase in demand from schools for support to prevent
exclusion. EOTAS has re-aligned resources to meet this demand and is committed
to working with other services to intervene early and prevent the development of
greater additional needs in the future.
Referral reason
EOTAS Self evaluation 2013 11
% by cases in 2010-11, 2011-12 and 2012-13
50
40
30
20
10
0
2010-11
2011-12
2012-13
School/academy referral profile
Most referrals to EOTAS in 2012-13 were made by schools/academies in the Blyth,
Bedlington Alnwick and Ashington partnerships, with the fewest from the Astley and
Ponteland partnerships.
EOTAS Self evaluation 2013 12
Referrals by school partnership (%)
30
25
20
Other
St Benet B
Prudhoe
ponteland
NCEA
Morpeth
Hexham
H Bridge
Cramlington
Blyth
Berwick
0
Bedlington
2012-13
Bede
5
Astley
2011-12
Ashington
10
Amble
2010-11
Alnwick
15
OUTCOMES
The self-evaluation process which supports the development of the EOTAS team is
able to demonstrate that there has a positive impact on outcomes for individuals and
groups of pupils, with strong evidence that we are identifying and meeting needs.
There is confidence that the plans in place to take positive action will sustain our
effectiveness and enable us to make the necessary improvements.
Overall positive outcomes are evaluated on an individual (see Appendix 3: Case
Studies 1 to 3) and academic cohort basis. Outcomes for individuals are influenced
by extraneous factors such as:



the reason for their referral
the length of time they are out of full time education
their age.
For example, mental health referrals are likely to be medium or long term cases.
Successful outcomes depend on the circumstances of individuals but might include:

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
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engagement in working with a tutor
developing enough confidence to move from 1:1 to group provision
able to interact with other pupils
academic success
EOTAS Self evaluation 2013 13
The following indicators are used as measures of success and positive impact for
different groups:
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pupil achievement and accreditations (academic, vocational, key skills etc)
re-integration into mainstream school
numbers of re-referrals to EOTAS
destination
improved and good attendance at alternative provision or school
reduction in number of permanent exclusions (indicating that prevention of
exclusion interventions are working)
progress and achievement of personal targets (personal development)
evaluations from schools, pupils, parents/carers
Outcomes for different groups
Evidence is available to exemplify the outcome measures identified above.
The Information Passport completed by schools at the point of referral to EOTAS
includes assessment data so that the starting points of all pupils are known and used
to benchmark progress once engaged with their alternative provision programme.
The AP package is then developed in a personalised way to ensure that it:
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is relevant to the curriculum the pupil has been following in school and is
mindful of future re-integration
clear outcomes are known at the outset, both personal and academic
if accreditations are attainable they are useful and meaningful and prepare the
pupil for the next stage of education, training or employment
the package develops the skills and meets the needs of the individual
the pupil and their parent/carer is involved in the process and understand that
learning and progress are a focus
Achievement data at Key Stage 4 suggests that the curriculum offered meets the
needs of individuals.
Available pupil achievement data by EOTAS referral category over time does not
reveal a consistent trend in outcomes for these groups. The size of the groups over
the last two years (2011-2013) has varied considerably. The graph below shows the
% of students achieving success at Level 2, Level 1 and Entry Level.
EOTAS Self evaluation 2013 14
70
60
50
40
2012-13 %
30
2011-12 %
20
10
0
1 or more L2
1 or more L1
< L1
During the summer 2013 exam round, of 32 students were entered for GCSEs. The
entries are summarised below.
Number of GCSEs entered for
5 or more
3 or 4
1 or 2
Number of students
6
13
13
Of these 32 students, 6 achieved % or more A* - C including English and Maths
(18.75% of the total entry but 100% of those entered for 5 or more subjects). This is
an improvement on the previous 2 years, as the graph below indicates.
EOTAS Self evaluation 2013 15
% 5 A*-C incl English and Maths
20
15
10
% 5 A*-C incl English and Maths
5
0
2010-11
2011-12
2012-13
Re-integration
For those who are referred because of permanent exclusion or prevention of
exclusion:


in Key Stage 4, successful re-integration into another mainstream school is
rare. Pupils will often remain on alternative programmes but will be expected
to achieve a range of accreditations
if younger than Key Stage 4 our aim will be to support reintegration back into
school. This may not be immediate and will usually lead to a longer period of
AP with a strong focus on settling behaviour before a school place is identified
and a reintegration plan agreed. We have evidence of very successful
reintegration programmes e.g. from the PRU, from AP providers like Choysez.
For those who are referred on health grounds return to school is dependent on their
condition and rates of recovery. Realistic expectations are set on an individual basis
with the guidance of medical professionals. Success is judged by:



attendance at all teaching sessions offered (whether part or full time)
academic progress and
challenging target-setting and progress towards achieving those targets
There is evidence that EOTAS is successful in managing re-integration into school
for pupils from different referral categories.
EOTAS Self evaluation 2013 16
Re-referral
Re-referral rates are relatively low. Pupils suffering from recurring medical conditions
may be re-referred if they have a relapse: this was true of 4 out of 185 students in
2012-13. A further 5 students who were originally referred to prevent permanent
exclusion were subsequently re-referred either as permanent exclusions or by the
SEN Team. 1 student was re-referred after his reintegration back into school,
following permanent exclusion subsequently, broke down!
Many pupils choose to continue learning beyond 16 and support is offered from the
Employability & Skills Team’s Personal Advisers, during this transition period.
Destination
Advice and guidance regarding future pathways and destinations is provided by
EOTAS and the Employability and Skills service (formerly Connexions). Partnership
working, particularly during Key Stage 4, enables us to focus on future employability
for individuals.
Each open EOTAS case is allocated a Personal Adviser who also monitors progress
post-16.
This outcome measure is positive, with available destination data showing that
 % NEET has fallen (from 28.6% in 2010-11 to 24.4% in 2011-12 and to 14.7%
in 2012-13)
 there is an emerging upward trend in the percentage of Year 11 EOTAS
‘leavers’ remaining in education (64% in 2012-13, 53.6% in 2011-12 as and
39.3% in 2010-11) with the overwhelming majority of these moving in to FE
EOTAS Self evaluation 2013 17
80
60
40
2012-13
20
2011-12
0
2010-11
In terms of NEETs, we are able to assess the underlying reasons on an individual
case basis, from which three recurring factors are emerging:

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
the nature of need and ability to engage in full time education
poor attendance at school
disruption in home circumstances.
PROVISION
a. In 2013, we completed the process of enhancing the alternative provision
framework available through Northumberland Local Authority, in collaboration
with the procurement team. The process has closely involved schools and
academies and we have had contracts in place with 21 alternative education
providers from 1st April 2013.
b. We have liaised closely with medical professionals around how much education
young people referred on medical and mental health grounds are able to access.
Full time provision is in place, where this is deemed to be appropriate.
c. We have increased the hours of provision for medical and mental health
cases:
EOTAS Self evaluation 2013 18



full-time education e.g. through packages of AP and tuition or placement at
out of county provision
increased hours of provision where clearly supported by medical / mental
health advice – this may be group or 1:1
increased hours of provision following multi-agency review, where pupils
were demonstrating they were able to cope with more.
d. Since September 2011 a new Children’s Service to Northumberland, the
Employability and Skills Service, has provided for EOTAS cases post-16.
e. Increased case load avoiding exclusion, which is now the largest group we
work with according to EOTAS referral category.
f. In-school interventions are better co-ordinated through the LIST teams (e.g.
behaviour support, education psychologists), Health Partnerships (e.g. sex and
relationships education) and the Play Service.
Cross-cutting national research and developments also inform our work, for example
the Allen report on early intervention, the Wolf report on vocational education, and
the report of the Children’s Commissioner They never give up on you.
Rationale
The range of alternative packages we currently offer is influenced by a range of
factors:
a. The needs of the pupils who are referred.
b. Northumberland context where our geography can present challenges
regarding access to services and rurality issues influence the emerging needs of
our young people e.g. isolation, socio-economic deprivation.
c. Strategic factors affect provision, primarily the priorities of our Children and
Young People’s Plan (2011-14) – so that we are mindful of future employability
and improving educational achievement
d. We recognise that achievement in the early stages of education is vital to
succeeding in later life and apply the principles of early intervention and
prevention promoted by NCC e.g. initiate CAF, support schools and families to
prevent permanent exclusion
e. The local transformation of SEN provision, where fewer statements are being
created (from 198 in 2008 to 129 in 2011) and therefore less funding is available
through the Local Authority for pupils with complex needs who need support to
EOTAS Self evaluation 2013 19
engage in their learning. This is a transitional phase for the Local Authority while
resources are being re-aligned locally and in response to national requirements
such as Support and Aspiration. In time resources will emerge as locality based
provision e.g. SEN hubs, which will enhance the range and availability of AP
f. Cost of provision has a significant influence on what we are able to provide,
particularly in the current context of constant change and austerity. EOTAS is
mainly funded through the DSG and is therefore influenced by and accountable
to the Schools Forum
g. The quality of provision is always a determining factor on the range available.
We have systems in place to monitor and manage the performance of our own
staff, and use only established alternative providers who we quality assure. The
robust quality assurance mechanism built in to the procurement process.
h. Availability of other local provision for example hospital school places and
places at Talbot House in Newcastle.
i.
Recent and anticipated changes to statutory requirements affect our priorities
and therefore influence the range of alternative provision. For example to
arrange full-time education by the 6th school day following the exclusion for
permanently excluded pupils we need to arrange and deliver programmes of
intervention with a behaviour focus.
j.
The age of the pupils referred:
a. if the pupil is in Years 4 – 9, the first option will be to allocate a vacant
place at the PRU (commissioned by EOTAS) if this is available.
b. If there is no place or the pupil falls out with this age range an alternative
provision is arranged
c. For pupils in EYFS, 1:1 tuition is arranged (sometimes in their own homes
with a second responsible adult from the family present)
d. For Key Stage 4 pupils an appropriate work placement can also be
arranged
Barriers to identification
All pupils are referred to EOTAS through schools and other professionals working in
partnership eg school and education welfare officer, schools and LISTs, school and
ESLAC (Education Support for Looked After Children). Needs are identified by a
team around each child and their family, and recorded on an information passport
to ensure that support is co-ordinated appropriately. This can also include the CAF
mechanism. This process is effectively applied in each case regardless of
geographical area.
EOTAS Self evaluation 2013 20
Efficient identification of children and young people who are in need of alternative
provision relies heavily on effective systems of communication. Threats to those
systems once known can be managed eg continued constructive relationships with
schools converting to academy status, Local Authority methods for identifying groups
at risk such as young carers.
We face the following challenges (as opposed to barriers) when arranging provision:

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

Lack of appropriate alternative providers for Reception and Key Stage 1
pupils
Geographical location: there is a shortage of AP provision in the north and west
of the county. Although we can usually arrange full-time education for excluded
pupils, their parents/carers may be resistant to allowing their son or daughter to
travel 50+ miles each morning to access a provider in south east Northumberland
and 50+ miles home again each afternoon.
Ages of pupils: most of our referrals are for Years 9 – 11. If we get a referral for
a Year 6 pupil living in Berwick with mental health issues, we may have no other
KS2 pupils with similar difficulties so it is not possible to create group learning
opportunities and 1:1 tuition is often the only provision available.
Curriculum issues: group learning opportunities are known to be effective but
we can convene pupils who are on roll at 4 or 5 different schools thus presenting
the challenge of how to deliver a meaningful group curriculum.
Medical assessment: to provide appropriate hours of education for children and
young people with medical needs, an assessment by a medical professional to
understand how the medical needs affect the individual’s ability to engage with
learning e.g. number of hours a day and week the individual is able to learn, is
important. We have been working strategically with health professionals to
develop efficient processes to achieve this.
Overcoming barriers
A single action plan does not exist. Instead there is a matrix of development plans
across the Local Authority, under-pinned by the CYP 2011-14 and co-ordinated
through the FACT and Health and Well-being Board.
Action plans which specifically support the identification of pupils who are not, or who
are at risk of not receiving full time education include:




EOTAS service plan
SEN implementation plan
Education Training and Employment development plan 2012-14 (Targeted
Adolescent Services)
Supporting Families Partnership, including LMAPs
EOTAS Self evaluation 2013 21

Think Family NSCB sub-committee action plan
And these plans are supported by targeted strategies including:




Children missing from education strategy
Secondary School Behaviour and Attendance Collaborative
Virtual School for Looked After Children
Emotional Health and Well-being strategy (in development)
Local Authority officers and partner agencies were involved in the development of
these plans/initiatives and continue to contribute to delivery and monitoring:


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Children’s Services Group (CSG) service managers
EOTAS
Head of Vulnerable Groups Service and Headteacher, Virtual School for LAC
Targeted Services, notably LISTs
Children’s social care teams and Barnardos missing children’s social worker
Targeted Adolescent Services, including the Youth Offending Team
Public Protection (LMAPS)
Lead Health professionals in Public Health and Health Improvement
Northumbria Police
Participation
Northumberland Local Authority is committed to a well-established participation
strategy through which the views of children and young people and their
parents/carers are systematically gathered and acted upon. The strategy is endemic
to the Children’s Services Group performance management framework.
Regarding EOTAS specifically, we collect feedback from all referred pupils, their
families and their schools at the point their case closes, then analyse the year’s
feedback annually to inform future service development. Our response is reactive (if
quick resolution is needed) or strategic to inform future planning.
Evaluation
Progress towards achieving desired outcomes is monitored through the separate
plans but we are not complacent and continue to seek to improve effectiveness in
the identification of pupils not receiving full time education, most specifically the
Supporting Families Partnership and closer alignment of EOTAS with Targeted
Adolescent Services, we consider the plans already in place to be effective.
16+
EOTAS Self evaluation 2013 22
A number of changes locally and nationally will affect the development of the EOTAS
team in the next 18 months. These include the DfE ‘School Exclusions Trial, the fact
that FE colleges can now admit 14 – 16 year olds in their own right and the raising of
the participation age. Our current position is that:



Amended funding arrangements for ‘prevention of exclusion cases were
introduced in April 2013 making schools responsible for paying for alternative
provision for their own students but EOTAS then giving them a contribution
towards the outlay
Close relationship between NCC and Northumberland College – the college
has decided not to drawn down direct funding for 14-16 year olds in 2013-14.
Collaboration between Adults and Children’s services is well-established as
part of the children missing from education strategy
ACCOUNTABILITY
The Director of Children’s Services, is responsible for ensuring all children and
young people have access to full-time provision when medically fit. This
responsibility is delegated to:


Head of the Education Service, Tony Mays
Head of Vulnerable Groups Service, Jane Walker
Partners held accountable for the quality of the provision for different groups of
pupils are:




Schools/academies
EOTAS team with Head of Vulnerable Groups Service
Alternative providers
The EOTAS team is funded mainly from the DSG, with arrangements in place
to distribute AWPU and pupil premium funding appropriately depending on
how the needs of individual pupils are met in partnership with their schools.
The team is therefore accountable to the Schools Forum.
Local Authority officers are held accountable for fulfilling their duties through the
council’s performance management structure. Performance is monitored using local
indicators which are included in the Early Years and Schools Business Plan (201114), action plans at team level, and personal objectives identified through the
appraisal process.
For looked after children, the most recent exclusion data shows that in
Northumberland there have been no permanent exclusions since 2008 and that the
average number of fixed term exclusions per child with at least one exclusion
compares well with the national average and those of our statistical neighbours.
EOTAS Self evaluation 2013 23
**
Measure name
LOC (06) CHS 03%
permanently excluded
pupils offered full-time alt ed
of 21 hours+
LOC(09)PP23 Number of
looked after children who
are permanently excluded
from school
LOC(07)CHS43 Total
number of days lost to fixed
term exclusion
NI114 Rate of permanent
exclusions from school
Academic
Year 20112012 Target
Academic
Year 2011-12
Actual
Academic
Year 2012-13
Target
Academic Year
2012-13 Actual
96
97.1
99
91.3
0
0
0
0
4050
3575
3500
2657.50
0.079
(37
exclusions)
0.072
0.064
(30
exclusions)
0.054
(25 exclusions)
We are developing systems to introduce new measures through the business
planning framework and are currently benchmarking these measures which include:

% permanently excluded pupils who have full-time education arranged by the
statutory 6th day after the LA are notified of the exclusion

% managed moves which result in permanent change of school

% children reported as missing who are found within 4 weeks of notification

% of students referred on medical grounds where tuition is arranged within 10
days
At an operational level, the core areas of responsibility of the EOTAS team
relating to statutory duties are fulfilled by:





ensuring continuity in education for those pupils who are permanently excluded
from school
acting as the commissioner and provider of full-time alternative education
provision (AP) for pupils who are ill, excluded or otherwise
when appropriate, providing advice to parents, schools / governors, liaising with
schools and families, attending governors’ meetings relating to permanent
exclusions and co-ordinating independent appeal/review meetings
providing advice and support to schools and pupils regarding avoidance of
exclusion
monitoring and reviewing the progress of pupils offered alternative provision
packages and support reintegration to school, including teenage mothers
EOTAS Self evaluation 2013 24




with regard to Elective home education, monitoring the suitability of education
provided by parents
with regard to Children missing or at risk of missing education, tracking missing
children and liaising with other agencies to ensure missing children are located
and placed
contributing to multi-agency partnership work to identify pupils who are not
receiving, or are at risk of not receiving full time education
commissioning and quality assurance of alternative providers.
Quality of provision
Overall responsibility for the quality of provision and outcomes for children and
young people lies with the Lead Adviser Vulnerable Groups. The overview of the
range of provision and responsiveness of the EOTAS team to diverse needs and
changing requirements is held by the team leader. Where the role of the Lead
Adviser links strategically with partners (e.g. Health), other services (e.g. TAS), and
the wider team (e.g. ESLAC), that of the team leader links operationally with
schools/academies, providers and the wider team. The overview is therefore broad
and knowledge of who the pupils are and what they are doing is detailed.
As a provider, the EOTAS team prioritises the quality of teaching through careful
recruitment and robust performance management of centrally employed teachers.
We recruit teachers who are suitably qualified and experienced and all tutors are
paid on Teacher Pay Scales + 1 SEN allowance. Although they are employed
casually and claim payment based on hours taught, those who have worked for a
term or more have been performance managed / appraised. Lesson observations
will take place as part of this process.
Professional development is evidenced through tutor training days which are
arranged on a termly basis and a record of training is maintained. Each tutor is
expected to maintain their individual CPD record and this is discussed at appraisal.
Teachers are expected to plan and implement learning activities to raise
achievement, and to assess and give on-going feedback to pupils. Support and
intervention strategies are used and shared, and we have dialogue about the impact
on pupil’s social, moral, spiritual and cultural (SMSC) development. Matching our
teaching to individual needs is critical.
Our teachers have high but realistic expectations of the pupils they work with, and
although teaching takes place in a number of alternative venues (e.g. libraries,
community centres) we endeavour to create positive climates for learning which
engage and interest our learners.
EOTAS Self evaluation 2013 25
The 3 EOTAS Learning Managers each supervise up to 20+ hourly paid tutors.
Tutors are required to submit a written report on each pupil taught every month and
the Learning Managers monitor these. Tutors are also asked to contribute to a
written report for parents every 6 months, coordinated by the Learning Manager
before being posted out to each parent/carer.
The Learning Managers are also responsible for reviewing the progress of pupils in
receipt of tuition through liaison with school staff, parents/carers and other involved
professionals.
We ask schools/academies, pupils, parents/carers for written feedback once a case
is closed and this is monitored as it is received and analysed annually so that
findings can inform future provision.
As a commissioner, we have included in our commissioning arrangements with AP
providers that they must give referred pupils the opportunity to follow accredited
courses. They provide a written report on each referred pupil every month and we
have a monitoring meeting with each provider every half term where each pupil is
discussed and any issues are raised. Following this meeting, feedback is given, as
necessary, to parents/carers or to the pupil’s school. We expect all providers to
submit a self-assessment to us for our evaluation on a twice-yearly basis.
1. What do you do to ensure safeguarding of children and young people?
We work in partnership with children’s social care services and looked after services
to contribute to the safety of our pupils, and evaluate these partnerships as highly
effective in promoting learning and well-being. In keeping with and influenced by the
high standards set by the Children’s Services Group:





The EOTAS team maintains its own safeguarding policy
All EOTAS staff, including tutors, access mandatory safeguarding training which
is updated every 3 years
NCC safeguarding procedures are well known and referral routes used by staff
when necessary e.g. referral to the LADO, children who go missing from
education
AP providers must have a safeguarding policy in place which identifies the
designated person responsible for taking forward any CP issues
All AP providers used have gone through a PQQ and tendering process with the
County Council’s procurement team and their health and safety arrangements
are assessed as part of this process
EOTAS Self evaluation 2013 26




Before placements commence, EOTAS Learning Managers and AP providers are
asked carry out risk assessments based on Information Passports, ensuring that
control measures are in place to address identified risks
Before any off-site or outdoor learning activities take place, Learning Managers
and AP providers must submit a risk management plan (using the ‘Evolve’ on-line
system) for approval and visits are not allowed to proceed until appropriate
approval is in place.
All alternative providers who have contracts with us are asked to confirm their
staff have enhanced CRB checks and they will work within the expectations of
the County Council regarding safeguarding. All staff have had basic Child
Protection training. The EOTAS service manager has copies of the safeguarding
policies and procedures of all providers and they are verified before any child is
placed with them.
We understand that if pupils feel that they are safe to learn then they are more
likely to engage in a positive way and achieve well. EOTAS has its own antibullying policy and we follow NCC procedures regarding e-safety, domestic
violence and harm reduction.
Monitoring quality of provision
Processes are in place to evaluate the quality of alternative education provided (by
the LA) and to ensure that the standard of education is at least good or above.
We are developing a model of self-evaluation to support the development of the
EOTAS team and identify priorities for further improvement. The model involves:







Knowing our existing strengths
Data sets relating to educational achievement, local and national
Data sets created by EOTAS regarding attainment , provision management,
social and emotional development of individuals
Evaluating the team against the four judgements of the Ofsted framework for
the inspection of schools (section 5) wherever useful and appropriate i.e.
leadership and management, achievement (and outcomes), quality of teaching
(and provision), behaviour and safety
Feedback from our children and young people and their families/carers
Regular monitoring of progress through the EOTAS service plan by the Lead
Adviser and Team Manager
Multi-agency overview of emerging issues and effective strategies
Prior to Northumberland’s service transformation in 2011, useful work was done to
implement a range of procedures which schools/academies and providers could
apply themselves to lead to continuing quality improvement. Regard was also given
to requirements around learner safety, which has been sustained. These materials
are still available to providers and settings.
EOTAS Self evaluation 2013 27
Planned actions
Based on the application of the above model we are increasingly self-aware and
know that:





In spite of the procurement process completed in early 2013, we still need to
increase the range of providers for younger pupils and in different areas of the
county. We are liaising with the Procurement Team over a new Dynamic
Purchasing System which should allow greater flexibility.
Increasing the number of providers means that we have reviewed and revised
our procedures for quality assurance.
The decrease in the number of statements of SEN means that providers have
less funding to meet the same complex needs, and we are working with providers
to address this.
We have worked to develop closer liaison with medical professionals regarding
the assessment of pupils with mental health needs, and practical arrangements
to ensure that transitions are smooth and supportive but we need to build on the
progress we have made
We have more data available to plan with partners a more strategic early
intervention and prevention approach to aspects of our work
2. Can all pupils access statutory provision of full time (21-25 hours according
to age) provision?
The section on Provision (from page 16) explains the challenges we face in
Northumberland to enable access to full time provision for some groups of pupils, in
some circumstances, in some areas. The majority of pupils who have been
identified are offered and access full time education.
Detailed records are held about individual pupils and providers: several have been
referred to in this document. Key to monitoring quality, progress and outcomes are:






Live database of open cases
The Information Passport
Progress reports to schools from EOTAS and from providers
Attendance records from EOTAS (daily) and providers (weekly)
Evaluations from schools, parents/carers, pupils
Data sets informing our self-evaluation model (page 22)
Please refer to the EOTAS Handbook for further details.
EOTAS Self evaluation 2013 28
These records are also used to challenge schools and providers when appropriate.
For example we will follow up on poor attendance at AP and evaluation feedback
from pupils/parents/carers.
Each alternative package is different and is tailored in a personalised way to most
fully meet the needs of each pupil. Typical packages might include:
1.
2.
3.
4.
5.
Full-time placement at PRU
3 days at Choysez + 5 - 7 hours of tuition
3 days at Northumberland College + other e.g. work placement or tuition
5 days at Get U Started Training (registered as an independent school)
5 days at Newcastle Bridges School (Newcastle City Council’s medical
provision)
EOTAS Self evaluation 2013 29
APPENDIX 1: Networks and Partners explained
The Pupil Referral Unit (PRU), graded by Ofsted as good in March 2012, is a
setting which schools can refer pupils to if they are experiencing problems due to
their behaviour at school. It is a short stay school for pupils in Years 3 to 9, and
there is a nurture group for younger pupils. The PRU is regarded as an alternative
provider of full-time education in Northumberland and the EOTAS Service is able to
commission places there for permanently excluded pupils in the appropriate year
groups.
Locality Inclusion Support Teams (LISTs). There are 4 locally based multidisciplinary LIST teams which are deployed to prevent additional/special educational
needs and requirements developing, or to intervene early should such educational
needs and requirements emerge, support those with long term or on-going additional
needs, and develop capacity and capability building opportunities for parents/carers
and professionals to achieve better outcomes for children.
The disciplines represented in the teams include:
o
o
o
o
o
o
o
o
Education Welfare Officers
Educational Psychologists
Inclusion Support Workers
Specialist Advisory Teachers
Autistic Spectrum Disorder
Support for behaviour
Support with literacy
Speech and Language therapy
The Special Educational Needs team works closely with school settings, ESLAC,
EOTAS and the LIST teams in particular to identify and meet the often urgent needs
of individuals. Northumberland is currently implementing an SEN transformation to
develop a new strategy which will change the way these services are delivered and
result in better outcomes for vulnerable groups of children.
The Local Authority, and particularly the EOTAS team, often broker or facilitate other
support services which are not referred into directly by schools, or where the support
is not delivered in the school’s setting. Examples of this include referral to
Northumberland Children and Young People’s Service (formerly CAMHS), the
Teenage Pregnancy service, and the Youth Offending Team.
The Education support for looked after children (ESLAC) team is part of
Northumberland’s Virtual School for Looked After Children and alongside the
education setting the team provides a range of support for individual pupils, their
carers and their education providers (including schools and academies).
EOTAS Self evaluation 2013 30
ESLAC also supports school settings to negotiate with providers regarding
alternative provision and integration programmes and when appropriate refers pupils
to the EOTAS team. In partnership with EOTAS and the Special Educational Needs
team (SEN), ESLAC is able to co-ordinate one to one tuition, support or withdrawal
when appropriate and work-related learning.
The Teenage Pregnancy service in Northumberland provides a specialist
reintegration officer to support pregnant pupils to remain in school and also to
support the return to education of those who had disengaged. A multi-agency
meeting is held in school where a plan for continuing education is developed, which
includes the views of the young person and their family. This plan is reviewed as the
pregnancy progresses. A risk assessment is carried out to support schools to
acknowledge the safety of the pupil.
Targeted adolescent services (TAS) are a range of services that work with
vulnerable adolescents, including looked after pupils and care leavers. Interventions
are targeted to provide support to young people and prevent crime and anti-social
behaviour within local communities. The services which contribute to the
management of complex young people and their needs include the Youth
Offending Service, the 16+ leaving care team, the Sorted team (substance
misuse help and advice), Positive Futures and a specialist supported
accommodation scheme.
All TAS teams contribute to the effective risk management of young people, have an
impact on their engagement in learning and therefore their educational achievement.
Support for the reduction of risk taking behaviour (eg drug and alcohol misuse) is
also available to schools through Health Partnerships which co-ordinates a joined
up offer of support to schools from the Early Years and Schools service Health and
Well- being team, Public Health, Health Improvement and teenage pregnancy
services.
Our largest age group of pupils not engaged in full time education is 13+, a
recognised Age of Concern. Targeted Adolescent Services are therefore key
partners in our work to improve the achievement of pupils in Years 9 to 11.
There is a well-attended Secondary School Behaviour and Attendance
Collaborative chaired by the EOTAS Service Manager with representation from all
Middle, High, Secondary Schools and Academies in Northumberland. The
collaborative has several functions, including the sharing of good practice, data and
where appropriate arranging school to school support.
Northumberland’s Parent Partnership Service complements the work of EOTAS
where a child with special educational needs might need alternative provision to
receive full-time education. In these circumstances the service helps parents and
EOTAS Self evaluation 2013 31
carers to work in partnership with others involved in their child’s education and helps
parents to explore option open to them.
Through the deployment of Personal Advisers (PA) based in LIST teams, Youth
Service and TAS, the Employability and Skills service provides information and
guidance to EOTAS pupils regarding progression and pathways at 16+ and monitors
destinations after pupils leave school. Alternative provision is designed with future
employability in mind.
Northumberland has an effective strategy for managing children missing from or at
risk of missing educational provision. A combination of identifying individual
needs to reduce the risk of children going missing, and a protocol with social care for
responding to triggers when children do go missing, is well known and applied
consistently. We know that inappropriate provision is regarded as a key reason for
children going missing and we act to address this when designing alternative
packages for individuals.
In Northumberland we have re-named Troubled Families the Supporting Families
Partnership to focus positively on the services available to families (rather than the
negative approach of what troubles them). The success of our initiative is very much
dependent on the contribution of partner agencies and we are developing a countywide model to be delivered through the Family Recovery Project in Ashington in
close liaison with the Targeted Adolescent Youth Service. Northumberland’s
target is to work with a total of 650 families over the 3 year programme.
There are 11 Local Multi-Agency Problem Solving LMAPS across Northumberland
who work through Safer Northumberland to tackle anti-social behaviour and
minimise crime. LMAPS are key partners with the Children’s Services Group in the
management of social issues which affect young people and which might affect their
access to full time education.
A strategic Health Partnerships group exists to co-ordinate a joined up offer of
support to schools, and reports to the Children and Young People’s Joint
Commissioning Group. Membership includes the School Adviser for Health
Partnerships, Lead Adviser Equalities, with representatives from LIST teams, Public
Health and Health Improvement (including Teenage Pregnancy and School Nurses).
The common assessment framework (CAF) is well-established in Northumberland
and as a means of working with children and families to identify their needs and
provide services it is an obvious tool to support those in need of alternative provision
to ensure full time education is available. The effectiveness of CAF in
Northumberland is summarised in a separate document (included in the thematic
inspection file).
EOTAS Self evaluation 2013 32
APPENDIX 2: Alternative Provider profile 2013
1. The Pupil Referral Unit is a short stay Local Authority unit for Years 2 to 9, with
a nurture group for the younger pupils.
2. Choysez is an alternative education inclusion project seeking to support young
people from Years 3 to 11 who not able to attend school full-time through use of
indoor, outdoor, practical and activity-based tasks. Accreditation is offered
through ASDAN awards ranging from starter eg Stepping Stones and Youth
Achievement, to GCSE equivalents.
3. Get U Started Training (GUST) offers programmes for Years 8 to 11 covering
functional skills (English, Maths, ICT) and vocational provision in construction,
motor vehicle maintenance, horticulture. Accreditations range from Entry Level to
Level 2.
4. Skills 4 U North East offers programmes for 12 to 19 year olds including
literacy/numeracy from Entry Level to Level 2 and accredited vocational provision
eg construction trades.
5. Northumberland College offers a LEAP project with a wide range of vocational
provisions to Key Stage 4 students and Essential Skills (literacy and numeracy)
both from Entry Level to Level 2.
6. Barnardo’s offers Key Stage 4 vocational programmes from Entry Level 3 to
Level 2 in Business Admin, Hairdressing, Beauty Therapy, Hospitality, Painting
and Decorating, Warehouse and Retail, Customer Service and Foundation
Learning Certificates. This is a new contract and we have not yet placed any
pupils there.
7. Hexham Youth Initiative is a small provider which mainly works with students
from the local high school but offers ADAN awards and additional teaching in
GCSE Maths and English, as well as Functional Skills.
8. Meadow Well Connected is offers vocational courses in joinery/carpentry,
horticulture and sustainable/renewable energies to Key Stage 3 and 4 pupils.
These are accredited to Level 2.
EOTAS Self evaluation 2013 33
APPENDIX 3: Case Studies
Case Study 1
Background
KD had been referred to EOTAS after joining a new school in September 2012,
school were concerned about her behaviour she had recently moved to live with her
mum and mum’s partner wither younger brother from her fathers who lived about 20
miles away where she had lived since being a toddler, 8 years. There had been
domestic abuse issues in the family and mother was a recovering alcoholic.
Children’s services were involved due to KD risk taking behaviour staying out all
night and drinking alcohol and she was deemed a child in need. Since joining the
school she had violent outbursts and was very defiant and wouldn’t adhere to
boundaries. Several fixed term exclusions were in place and due to her last outburst
where she was threatening towards a member of staff she was near permanent
exclusion.
Risk Factors and Interventions
Initially the consensus of the professionals involved agreed that she should be kept
safe and strategies would be put in place to help her build trusting relationships. It
was also decided her behaviour was too volatile to manage in school and an
alternative education plan needed to be put in place until she settled. It was decided
that Choysez could help with settling her behaviour but KD was reluctant to go out of
the area and stated she wanted to attend the PRU. On checking with the PRU there
were no immediate places so an alternative was sought in the short term.
The Plan
An inclusion support worker was appointed to work with KD and try to build a
relationship with her, this was successful and gradually KD began to build in
confidence with the aid of the worker she was able to go to Choysez and stay for
sessions three days a week. She was also expected to attend the Hexham Youth
Initiative for the other two although at times her attendance was spasmodic. This
plan was in place until a place became available at the PRU Regular multidisciplinary meetings were held with professionals and KD’s mother to asses her
progress and look at areas of concern. Of particular concern was KD’s relationship
with her mother whom she would say she hated, this appeared to be the root of her
problems and anger.
A placement at the PRU became available late in the school year and KD attended
there but she didn’t engage well and at times wouldn’t attend. She stayed there till
the academic year end then was returned to school full time in the September.
Initially KD responded well to being back in school and she was assessed as being
very able especially in maths. However, she became friends with another young
EOTAS Self evaluation 2013 34
person in school and this was negative for each of them and they became disruptive
to the point where she was in danger of exclusion again.
Another plan was agreed and KD was returned to Choysez three days per week with
one day in school and the other at the Hexham Youth Initiative (HYI). Also enquiries
were made about her having horse therapy to help with her building trust and
relationships.
Outcome of Interventions
KD started to attend Choysez regularly and engaged well completing all the work
required to gain her qualifications, in ASDAN and COPE. She also applied for
funding through the key fund and helped arranged a trip to London for her and others
in the Choysez group which she enjoyed. As part of the girls group there she went
on a one day a week course for six weeks in hair and beauty and this again helped
with her self-esteem. She also attended the HYI and didn’t miss any sessions and
was entered into qualifications in Maths, English and Art. A placement was found at
the horse therapy and she had fortnightly sessions, these were very successful and
her confidence grew and she became more outgoing.
KD now wants to attend college and a placement is being sought for her at Kirkley
Hall in small animal care. Her relationship with her mother is much more positive
although there are at times when this relapses but she is no longer child in need .
She is on course to do Maths and English GCSE and has PSD level 2 in Asdan,
wider key skills level 2 in learning and problem solving. The combination of
persistence from staff on building trusting relationships and working on KD’s selfesteem and building trust with the differing education providers has enabled KD to
achieve and develop the confidence to progress.
Case Study 2:
Background
Groups of students with medical and mental health needs and pregnant girls have
been meeting at what we have called ‘Welbeck’ since 2008-2009.
The provision originally began before that as a group for teenage mums/pregnant
girls and was based at the Welbeck First School in Ashington in a portakabin in the
grounds. In 2008 Alison Smith amalgamated this with group provision for girls with
mental health difficulties with much success and set up a boy’s group at Concordia in
Cramlington (this then became based at Croft Park in Blyth).
Since then the girls and boys groups have been combined, are all based at the
‘Welbeck’ site (now the Robert Stephenson Campus where we have a rental
agreement with NCEA) and following new medical needs guidance, the provision
EOTAS Self evaluation 2013 35
has been increased to 15 hours plus. This gives students access to a wider
curriculum.
The venue consists of 2 rooms with ‘en suite’ toilet facilities. One room is equipped
as a classroom and we have benefited from equipment and furniture originally
bought by the Teenage Pregnancy Team. These include an interactive whiteboard,
tables, chairs, a colour printer and settees. The computers which were originally
bought by the TPT have now been replaced by newer machines donated by NCEA
that they no longer needed when they refurbished their new site in 2012. There are
currently 5 machines, all with internet access and student and staff log ins. The other
room has a kitchen with fridge, work surfaces, microwave, kettle, small oven, toaster
and crockery. The rest of this room was used until 2011-12 as a crèche area staffed
by Trinity Youth so that teenage mothers could attend the group whilst their babies
were cared for next door. This is now no longer the case as it was considered not
cost-effective with one baby and two workers, a situation which was increasingly the
case. In summary, the venue is completely self-sufficient. Although the outside
needs attention, the inside is bright and welcoming, the walls are painted in bright
colours and it is stocked with pants and fresh flowers bought by one of the tutors.
The venue is in my opinion one of the factors in its success.
We are now using the venue every day. On Mondays and Tuesdays between 9.30
and 1 we have a group for students who have been permanently excluded or who
are at risk of exclusion. This allows them to attend other alternative providers for the
remaining part of the week. This group now offers teaching towards GCSEs in
English and Maths, with a Level 2 Certificate in Preparation for Working Life which
covers most of the PSHE outcomes and a short course at Level 2 in the arts (Silver
Arts Award).
On Monday and Tuesday afternoons, Wednesdays through to Fridays we have a
group largely for students with medical needs and pregnant girls/young mothers.
These students have mostly been ones with mental health difficulties but we have
also had a student with CFS/ME and those who have been permanently excluded or
at risk of exclusion who have been deemed to be able to attend as the rest of their
provision allows. We currently have a student with multiple physical difficulties. This
group now offers teaching in GCSE English, Maths, Health and Social Care,
Business Studies and most recently, Science. In addition the students do the short
course at Level 2 in the arts (Silver Arts Award) and Level 2 Certificate in
Preparation for Working Life.
Both groups now also do Key Fund bids as a part of their curriculum. This allows
them to develop the 12 Key Fund Skills and evidence that development. We run this
as a complement to Arts Award and the skills contribute towards their personal
development.
EOTAS Self evaluation 2013 36
Interventions
This group has been managed by AS since 2008 who has worked hard to create a
nurturing ethos, in particular the qualities in teachers demonstrated to students in all
of their interactions of acceptance, empathy and unconditional positive regard. The
teachers who deliver the curriculum all agree that they aim to do and provide the
following as well as accreditation as above outlined.







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Valuing students as people
Communicating well with each other
Challenging students but giving them confidence (push boundaries)
Picking up on who they are
Providing a safe environment (social, emotional and physical)
Listening
Accepting
Supporting
Flagging up issues promptly
Being a role model
A fresh start
Being flexible and adaptable
Fun
Encouragement and praise
Demonstrating empathy and ‘teacher intuition’
Encouraging relationships
As a result of the above, we have found as a team that as well as achieving
nationally recognised qualifications the students also achieve:
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confidence, self-awareness, self-knowledge and self-esteem
an ability to trust
the development of their social skills eg team working
an openness to ideas other than their own
the development of communication and leadership skills
increased motivation
a sense of the value of education and a desire to continue learning
We are currently developing a PSHE outcome-based curriculum where the above
can be assessed and success measured. This has involved all teachers in becoming
aware of which PSHE outcomes they are planning in to their teaching and beginning
to report on the success of objectives set.
The students all engage in developing their own group agreements from the outset,
and are involved in critically evaluating their own contributions as well as the
teaching and learning.
EOTAS Self evaluation 2013 37
Outcomes
All students who have attended regularly have achieved at least 3 GCSEs A*-G in
addition to the two Level 2 Certificates Silver Arts Award and PWL. Some students
underachieved in relation to teacher assessments and this can be attributed to
changes in their family circumstances, for example one student’s mother was
suffering from cancer and received a terminal diagnosis and another who was a
young mother left home to be housed in a housing scheme for young parents
following a breakdown in her relationship with her mother just prior to her GCSE
exams. A more detailed analysis is being undertaken by AS. For the past 2 years we
have added successes in Health and Social Care GCSE. We have yet to see how
students progress and achieve in Science and Business Studies since these are new
additions and also the students now attend for almost a full week, which may present
a challenge for some of them.
Several students with previous mental health issues have gone on to further
education, apprenticeships or 6th Form, having acquired confidence and a belief in
themselves. Again this is subject to further analysis. One student who was referred
initially in Year 9 on mental health grounds went on to develop skills in performance
poetry and is currently working as an NCC volunteer with the groups largely with the
Arts Award work, for which she is a positive and inspiring role model. She was able
to achieve a Gold Award this year (AS Level) by working with the groups and is now
planning to become a qualified teaching assistant. Last year we achieved our first A
and A* grades and all of the students have gone on the further education. One
particularly nervous student who was diagnosed with Social Phobia is now studying
Performing Arts along with three other ‘A’ levels in the sixth form of the school he
had problems attending.
As well as delivering high quality teaching the team have also helped students
become functioning people, who are proud to be themselves and want to find a place
in the world. “I’ve loved the fact that I could be myself” – feedback from one student
last year is testament to the reason why we achieve these positive outcomes not
possible to the same extent in a one to one situation. It is only in relation to others
that we can find and become ourselves, and peers are powerful motivators. Learning
together to developing social skills, and overcoming isolation is the medium of our
success. This is strengthened by a clear ethos shared by the teaching team.
Case Study 3
BACKGROUND
1. The young person is male 15 years of age and shall be referred to as JL.
2. JL received a 6 month Referral Order in October 2012 for several offences,
including attempting to handle stolen goods, theft from a motor vehicle,
EOTAS Self evaluation 2013 38
burglary and receiving stolen goods. JL lives with his parents in a small
coastal town in Northumberland. There is a history of drug use and mental
illness within the family, both parents are unemployed but provide a stable
and comfortable home life for JL. JL has a limited friendship group of his own
age and has been known to gravitate towards older males who manipulate
him due to his vulnerability.
3. JL was on roll at a local High School and attending a special unit within school
for those with learning difficulties and behavioural issues.JL’s attendance was
relatively poor despite various strategies to encourage his attendance.
RISK FACTORS AND INTERVENTIONS
4. JL offences were against a known drug user within the area and it was well
known that this adult male was after revenge for the burglary of his garden
shed. This male also had a nephew that attended the same school as JL, who
was starting to threaten JL in school and verbally abuse in school and over
social networking sites. In my role as Youth Offending Education Welfare
Officer JL was referred to me to assist and support him with the issues he was
having in school. It became apparent within a very short time that he was
becoming a target for quite a large number of bullies and groups of young
people started congregating at the school gates in the afternoons waiting for
JL to leave. School had to ensure that JL left at different times of the
afternoon to ensure his safety when walking to catch the bus. However the
arrangements became quite unmanageable when these young people started
turning up with bats to use as weapons against JL. The safety of both staff
and students was being placed at risk so the situation became untenable. JL
attendance was also dropping quite dramatically. JL was a cannabis user and
had engaged with Sorted to address his substance misuse; however he has
chosen to continue using Cannabis on a regular basis. Several meetings were
held in school to support JL but it was eventually decided that due to the risks
his presence was presenting in school, another education provider needed to
be sought. JL emotional wellbeing was also of great concern and he was
becoming more withdrawn and disengaging in his demeanour. It was agreed
that JL would be referred to the TAS Health Worker and whilst this referral
was being processed he would stay at home and school would provide
coursework on a regular basis. JL engaged with the Health Worker who felt
that JL could possibly have an undiagnosed learning difficulty as well as poor
social skills and low self-esteem.
THE PLAN
5. As a care team we decided that a referral to the EOTAS service would best
meet JL needs and would be a positive step in ensuring his educational
EOTAS Self evaluation 2013 39
outcomes in the future would improve greatly. JL continued to undertake the
coursework from school and I liaised with school on a regular basis updating
them on the progress of this work. JL emotional state started to improve as he
no longer had to attend school and as he waited for the outcome of the
referral his motivation to engage with education increased. JL was starting to
talk of his aspirations for the future and for the first time in a long time he was
looking forward to what the future had in store for him.
OUTCOME OF INTERVENTIONS
6. JL has now started tuition with the EOTAS service and his parents have told
me that he is presenting as a different child. JL is always dressed and ready
for the taxi in the morning and talks positively about his experiences of the
tuition. The impact of the interventions has enabled JL to move forward
positively which has had a great effect on the family as a whole. He has now
changed his friendship group, he has not reoffended, he engaged with
SORTED and the Health Worker, his self-esteem and overall emotional
wellbeing have also greatly improved and JL is attending tuition without any
barriers to him achieving to his full potential in the future.
EOTAS Self evaluation 2013 40