Haven Pathway – Overview & Descriptors
As part of a strategy to address provision for vulnerable learners, SCC Provider Services created an AP/PRU working group to explore possible solutions to providing education to vulnerable learners without a mainstream school roll. Across Suffolk, there continues to be a high number of students placed in AP who are single roll and have no mainstream school allocated to transition into. But, equally, a high number of students in Suffolk are also being permanently excluded and remain without any educational provision. Within Raedwald Trust, work around streamlining our models means that all students accessing support have dual roll, mainstream schools who support the wider curriculum delivery afforded of commissioned pathways. However, there remains a cohort of students and young people who do not satisfy existing criteria for AP/PRU support or specialist educational support.
It is important to acknowledge that the cohort of students whom we are seeking to support are not a homogenous group and therefore it is necessary to further distinguish between cohorts of students. This planning will also ensure curriculum models satisfy the green paper expectation that transitional placements will support the recovery of as much academic progress as possible whilst giving students the skills and confidence to thrive in what they do next. Due to this, targeted time must be afforded to ensure adequate induction assessments are carried out at the start of placement, allowing staff to accurately determine the presenting needs of individual students. The ambition for all stakeholders will be that new mainstream settings (as appropriate) are identified rapidly but where this becomes a longer process a strong curriculum offer must sit behind each model of support.
| Haven 1 | Haven 2 | Haven 3 | |
| Duration | 12-24 weeks, 15 hours per week | 1 to 3 terms, 15 hours per week | 1 to 6 terms, 15 hours per week |
| Age Range | KS3 & KS4 | KS3 & KS4 | KS4 |
| Description of Pupil Profile | Pupil will have received one Permanent Exclusion and is without a school roll. | Pupil will have a primary SEND need of Communication and Interaction and, following Permanent Exclusion, the EHCNA process will have been triggered to support wider SEND needs. | Pupil will have received two permanent exclusions. |
| Nature of Placement | Through 1:1 or small group teaching (if appropriate) the pupil will access a curriculum that is focused on bridging gaps in learning to support reintegration back into mainstream school. | Through 1:1 teaching, the pupil will access a curriculum that is focused on bridging gaps in learning to support next steps planning. | Through 1:1 teaching, the pupil will access a curriculum that is focused on bridging gaps in learning to support next steps planning. This will include accessing GCSE and Vocational qualifications, as appropriate. |
| Objective of the Offer | To provide high quality teaching to support assessment and recovery of lost learning whilst a new mainstream school is identified. | To provide high quality teaching to support assessment and recovery of lost learning whilst a new mainstream or specialist provision is identified. | To provide high quality teaching to support assessment and recovery of lost learning. To deliver essential wider curriculum knowledge and skills to support Post-16 planning. |
| Transition Arrangement | Working in partnership with SCC Alternative Tuition Service (ATS) and SCC Education Access Team (EAT) professionals will work to rapidly identify a new mainstream school whereby RT will support integration through an agreed calendar of support. | Working in partnership with SCC Alternative Tuition Service (ATS) and SCC Education Access Team (EAT) professionals will work to support the EHCNA process and identify the next appropriate provision. Following this, an integration plan that is support by RT will be implemented. | Working in partnership with SCC Alternative Tuition Service (ATS) and SCC Education Access Team (EAT) professionals will work to identify support and provision that will support the pupil into the next phase of education. |