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KS4 Engagement Programme 2013-14 Toolkit

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KS4

Engagement Programme 2013-2014

Toolkit - for schools and training

providers-

Brighton & Hove Alternative Provision


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Content

Context � Who is the programme for? Page 3 � What does the programme offer? Page 4 � What courses are on offer? Page 4 � When does the programme happen? Page 4 � Are there any infill points? Page 4 � How much does the programme cost? Page 4 � What does the cost of the programme cover? Page 5

Weekly timetable of courses Page 6 Year Planner Page 7 Application process – September starts Page 8 Application process – infill Page 9 Partnership agreement

� Responsibilities of the learning provider Page 10 � Responsibilities of the home school Page 11 � Responsibilities of the learner Page 12 � Responsibilities of the parent / carer Page 12

Quality Assurance Page 13 Attainment Page 14 Attendance Page 15 Monitoring and Review Page 17 Behaviour Page 18 Learner Disciplinary Procedure Page 19 Health & Safety Page 21 Safeguarding and Child Protection Page 22 Complaints Page 23 Equality and Diversity Page 25 Data Protection Page 25 Transport & Travel Page 26 Summary of provider responsibilities and communication channels Page 27 Summary of school responsibilities and communication channels Page 28 Contact details Page 29


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Welcome to the 2013-14 edition of the KS4 Engagement Programme Toolkit. In it you will find

details of fully accredited re-engagement courses for Key Stage 4 students which run 1 day a week

for 30 weeks.

Courses in this Toolkit have been commissioned by Brighton and Hove City Council which quality

assures commissioned provision through a robust commissioning process, lesson observations,

training for providers and regular provider meetings.

Context

Who is the programme for?

The KS4 Engagement Programme offers accredited re-engagement learning opportunities for

young people who may be disengaged or at risk of disengagement from mainstream learning and at

risk of becoming NEET post 16 to enable them to participate, progress and achieve.

The learners are at key stage 4 (school years 10 & 11) and may be on roll at a mainstream school,

special school, Pupil Referral Unit or academy and some may be known to specialist agencies

such as the Youth Offending Service, Children in Care Virtual School and Educated other than at

School team.

To enable learners to benefit fully from the programme, we recommend that they meet the broad

criteria outlined below:

• Has achieved at least National Curriculum Level 3 in KS3 Teachers Assessments for English

• Has the potential to achieve at Entry Level 3 / Level 1

• Would benefit from small group work

• Would benefit from a focus on vocational skills

• Needs a focus on personal & social development to progress further within education

• Has an interested in the subject / vocational area

• Is uncertain of their progression route post 16


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What does the programme offer?

Each course within the programme is fully accredited under the Qualifications and Credit

Framework (QCF) and offers Vocational/Subject learning, Personal and Social Development,

Progression Planning and Employability Skills. Providers are also signed up to support the citywide

PSHE learning outcomes for Sex and Relationships Education and Drugs, Alcohol and Tobacco

Education. The programme supports the KS4 curriculum at school offering learners a

comprehensive package of education.

What courses are on offer within the programme?

Please see the ‘Weekly timetable of courses’ on page 6 and Appendix 1 for the full prospectus.

When does the programme happen?

Start date w/c 16th Sept 2013

End date w/e 23rd May 2014

Course duration 30 weeks

Days 1 day a week - various

Are there any infill points?

Infill 1

w/c 4th November 2013

Infill 2 w/c 6th January 2014

Infill 3

w/c 24th February 2014

How much does the programme cost?

Cost per course for B&H resident per learner

Learner start date

Duration of course

100 subsidised places available at £37 per day

Over 100 learners at £45 per day

Cost per course for non B&H resident per learner

(£45 per day)

w/c 16th Sept 13 30 weeks £1,100 £1,350 £1,350

w/c 4th Nov 13

24 weeks £888 £1,080 £1,080

w/c 6th Jan 14

17 weeks £629 £765 £765

w/c 24th Feb 14 11 weeks £407 £495 £495


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• Referrals made by the deadline of 7 June will be given priority and subsidised places will be

distributed evenly amongst the referring schools.

• Any Brighton & Hove resident referrals over 100 places will be charged at the full daily rate

of £45.

• This payment is payable in full in advance and is non-refundable

• Payment for additional infill places is charged on a pro-rata basis at a rate of £45 per

learner per day

What does the cost of the programme cover?

• 1 place on 1 course (where a learner is withdrawn or drops out, schools/referrers may infill another learner at no additional cost at the next infill point, or onto another course subject to availability, with prior agreement of the provider)

• A 5 hour day (to include 30 minute lunch break and morning and afternoon breaks) • Accreditation costs including Centre Registration (and internal / external verification costs

as necessary) • A ratio of no more than 6 learners to 1 member of teaching staff with 2 members of staff

present at delivery times • Quality Assurance by Brighton and Hove City Council (see page 13 for further details) • Healthy and Safety assessment by contracted 3rd party

• Co-ordination of the programme by the 14-19 Engagement Team


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Weekly timetable of courses

Monday

Tuesday

Wednesday

Thursday

Friday

Sussex Central YMCA The Y Centre 17 Marmion Road Hove, BN3 5FS The Chalk Pit Mile Oak Road Portslade, BN41 2RB

Pet and Animal Care (10 places) @ The Y Centre

Bike Maintenance (10 places) @ The Chalk Pit

Sport Active (10 places) @ The Y Centre

Dv8 12 Queens Square Brighton, BN1 3FD

Creative Upload: Mixed Digital Media, Music & Design (20 places)

City College Brighton & Hove City College East (CCE) Wilson Avenue Brighton, BN2 5PB Pelham Street (PS) Brighton, BN1 4FA

Construction (8 places) @ CCE Hair & Beauty (8 places) @ PS Catering (10 places) @ PS

Motor Vehicle (8 places) @ CCE


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Year Planner

SEPTEMBER

Autumn Term 2013

OCTOBER NOVEMBER DECEMBER

Monday 2 9 16 23 30 7 14 21 28 4 11 18 25 2 9 16 23 30

Tuesday 3 10 17 24 1 8 15 22 29 5 12 19 26 3 10 17 24 31

Wednesday 4 11 18 25 2 9 16 23 30 6 13 20 27 4 11 18 25 Thursday 5 12 19 26 3 10 17 24 31 7 14 21 28 5 12 19 26

Friday 6 13 20 27 4 11 18 25 1 8 15 22 29 6 13 20 27 JANUARY

Spring Term 2014

FEBRUARY MARCH APRIL

Monday 6 13 20 27 3 10 17 24 3 10 17 24 31 7 14 21 28 Tuesday 7 14 21 28 4 11 18 25 4 11 18 25 1 8 15 22 29 Wednesday 1 8 15 22 29 5 12 19 26 5 12 19 26 2 9 16 23 30 Thursday 2 9 16 23 30 6 13 20 27 6 13 20 27 3 10 17 24 Friday 3 10 17 24 31 7 14 21 28 7 14 21 28 4 11 18 25

MAY

Summer Term 2013

JUNE JULY AUGUST

Monday 5 12 19 26 2 9 16 23 30 7 14 21 28 4 11 18 25 1

Tuesday 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 2

Wednesday 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 3

Thursday 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 4

Friday 2 9 16 23 30 6 13 20 27 4 11 18 25 1 8 15 22 29 5

VENUE/NOTES KS4EP Provider meeting Kings House, room 328

Applications Due 18th October, 6th December, 7th February

First Week w/c 16th September Infill weeks w/c 4th November, 6th January, 3rd March Last week w/c 19th May Termly reports 10th January, 18th April, 6th June

First / Final impressions 4th October, 13th June Qualification outcome date 18th July

School holidays w/c Bank Holidays


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Application process – September starts

Check out the KS4 EP prospectus:

Who: School staff / other agency / learners / parents / carers When: May/June

Complete and sign a KS4 EP application form and return to the

school or referring agency (see Appendix 2):

Who: Learner and parent / carer When: May/June

Complete and sign a KS4 EP referral form (see Appendix 3):

Who: School staff / other agency When: May/June �

Scan and email (or post hard copy) application form, referral form and any additional information:

Who: School staff / other agency When: May/June Deadline for applications: 7 June 2013 Who to: 14-19 Engagement Team, Room 314, Kings House, Grand Avenue, Hove, BN3 2LS or KS4 [email protected]

Interviews: w/c 17 & 24 June

Providers will liaise directly with referrers to arrange

interviews

Confirmation of places: w/c 8 & 15 July

The 14-19 Engagement team will advise referrers by email and subsequently learners, parents & carers by letter�

NB

For all non-school referrals please ensure that you liaise with the

home school w

here appropriate to agree the referral and the paym

ent for the course

http://www.brighton-hove.gov.uk/sites/brighton-hove.gov.uk/files/Appendix%203%20-%20%20KS4EP%20Referral%20form%2013-14.pdf

http://www.brighton-hove.gov.uk/sites/brighton-hove.gov.uk/files/Appendix%202%20-%20KS4EP%20Application%20Form%2013-14.pdf

http://www.brighton-hove.gov.uk/sites/brighton-hove.gov.uk/files/downloads/learning/flep/Prospectus.pdf


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Application process – infill

Infill 1

w/c 4th November 2013

Infill 2 w/c 6th January 2014

Infill 3

w/c 24th February 2014

Check out the KS4 EP prospectus:

Who: School staff / other agency / learners / parents / carers When: September to February

Complete and sign a KS4 EP application form and return to the

school or referring agency:

Who: Learner and parent / carer

Complete and sign a KS4 EP referral form:

Who: School staff / other agency �

Post or scan and email application form, referral form and any additional information:

Who: School staff / other agency Deadline for applications: Infill 1 = 18 October 2013 Infill 2 = 6 December 2013 Infill 3 = 7 February 2014 Who to: 14-19 Engagement Team, Room 314, Kings House, Grand Avenue, Hove, BN3 2LS or KS4 [email protected]

Interviews: w/c 21/10/13 w/c 9/12/13 w/c 10/2/14

Providers will liaise directly with referrers to arrange

interviews

Confirmation of places: The 14-19 Engagement team will advise referrers of the

outcome of the interview by email immediately after the

interview�

NB

For all non-school referrals please ensure that you liaise with the

home school w

here appropriate to agree the referral and the paym

ent for the course

http://www.brighton-hove.gov.uk/sites/brighton-hove.gov.uk/files/Appendix%203%20-%20%20KS4EP%20Referral%20form%2013-14.pdf

http://www.brighton-hove.gov.uk/sites/brighton-hove.gov.uk/files/Appendix%202%20-%20KS4EP%20Application%20Form%2013-14.pdf

http://www.brighton-hove.gov.uk/sites/brighton-hove.gov.uk/files/downloads/learning/flep/Prospectus.pdf


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Partnership Agreement

Responsibilities of the learning provider

1. The learning provider will provide suitable and competent staff to deliver and assess the programme.

2. The learning provider will provide appropriate cover arrangements in the case of staff absence.

3. The learning provider will notify the home school immediately if any unforeseen circumstances necessitate a change in the agreed course arrangements

4. The learning provider will organise induction into facilities, regulations, dress and code of conduct, health and safety requirements and the programme of study.

5. The learning provider will ensure availability of suitable resources and equipment in order to achieve learning outcomes.

6. The learning provider will provide personal support and guidance for the programme.

7. The learning provider will give the learner opportunity to comment on the delivery of the learning programme and on the facilities provided.

8. The learning provider will develop and regularly review an Individual Learning Plan with each learner.

9. The learning provider will monitor the progress and achievement of the learner and provide the home school with reports and qualification updates at the agreed times.

10. The learning provider will monitor the attendance and punctuality of the learner and complete the web-based register within half an hour of the start of each session a.m. and p.m.

11. The learning provider will record the contribution to lesson for each learner at the end of each session a.m. and p.m. using the web-based registration and monitoring software.

12. The learning provider will contact the home school immediately regarding any learner whose progress or behaviour warrants concern.

13. The learning provider will not allow any learner to alter the normal daily arrangements, unless they have contacted the home school, and received written parental confirmation.

14. The learning provider will ensure Child Protection Regulations are adhered to and all staff working with learners are CRB checked at the ‘Enhanced Level’.

15. The learning provider will ensure insurance arrangements contain all the necessary cover.

16. The learning provider will comply with Data Protection regulations.


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Responsibilities of the home school

1. The home school will ensure that the application and referral paperwork is completed, signed and returned by the recruitment deadline.

2. The home school will provide a contact to discuss any concerns the parent/carer or learner may have, and to act as a communication link between all parties.

3. The home school will monitor attendance and contribution to lessons on a daily basis and follow up any issues where necessary.

4. The home school will monitor reports from the learning provider and feedback from the learner to ensure the learning programme continues to be appropriate.

5. The home school will keep parents/carers informed of the learner’s attendance, progress and achievement.

6. The home school will communicate notice of absence received from the parent/carer to the learning provider, as soon as possible on the day of the course.

7. The home school will provide or finance any Special Educational Needs (SEN) support deemed necessary.

8. The home school will present the learning provider with appropriate information on learners’ medical needs, SEN, behaviour etc where it is needed to safeguard the interests of the learner.

9. The home school will inform the provider immediately of any changes in medical circumstances and/or contact details and emergency contacts.

Responsibilities of the learner

1. The learner will attend and be punctual for all parts of the learning programme and timetabled activities.

2. The learner will follow instructions given by the tutors and staff at the learning provider, ask for help when unsure about something and use their initiative.

3. The learner will complete work assignments on time and to the best of their ability.

4. The learner will behave appropriately in the learning placement and on associated activities, and not disrupt the learning of others.

5. The learner will care for and return all learning provider property.

6. The learner will accept and work within the learning provider’s requirements, particularly around Health and Safety, and wear protective clothing if necessary.

7. The learner will attend any exams or assessments at the correct time and place.

8. The learner will be required to attend their course even when school is closed for INSET days.

9. The learner may be required to participate in external trips and visits as a part of the course.

10. The learner will risk losing their placement if they fail to meet any of the above requirements.


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Responsibilities of the parent / carer

1. The parent/carer is responsible for the attendance and punctuality of the learner on this learning programme.

2. The parent/carer is responsible for the travel arrangements from home to the learning provider and back home each evening.

3. The parent/carer will notify the home school immediately if there are any changes in medical circumstances and/or emergency contact numbers.

4. The parent/carer will notify the home school on each day of absence or in advance of a known absence.

5. The parent/carer must accept the need for responsible behaviour by the learner and agree to support them in maintaining good behaviour during the course.


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Quality Assurance

In Brighton and Hove we have in place a commissioning process for the KS4 EP provision which

makes it explicit to the providers what the commissioners expectations are about the expected

delivery standards of the provision on offer and of its quality. The commissioning process also

indicates the needs of the young people concerned and the expectations that Brighton and Hove

City Council has of the providers they will be working with.

As a part of the commissioning process a provider will have to provide evidence that:

� All existing and any incoming staff and volunteers are CRB (enhanced) checked and cleared

� Teaching staff hold as a minimum the PTLLS teaching certificate

� Where appropriate, staff have passed the relevant minibus test

� The organisation has a named Child Protection/Safeguarding Officer

� The organisation has current policies for H&S; Child Protection/Safeguarding and Equality and Diversity

� The organisation has appropriate and current insurance - third party liability (public) and professional indemnity insurance cover (including where appropriate employers liability insurance and public indemnity insurance) in the respective sums of not less than £10 million (for each incident) and £2 million.

� All delivery premises are assessed to ensure they meet the Health and Safety requirements of the programme. BHCC contract with a 3rd party to carry out these H&S assessments.

� The organisation has in place a robust quality assurance process and is willing to allow BHCC or representative thereof access to this process.

� The organisation and its staff are experienced in working and engaging with and offering alternative education provision to young people aged 14-16 and in particular young people with behavioural, emotional and social difficulties and special educational needs.

Providers are required to make the following information available to the 14-19 Engagement

Team on request:

• Incident reports

• Portfolio’s of work for work scrutiny

• Schemes of work

• Lesson Plans

• Individual Learning Plans


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Teaching and learning

The commissioning process requires that providers have in place a system for the observation and

grading of teaching and evaluation of the learning practices.

Providers are required to allow BHCC access to this process and to the resulting grades of staff

delivering KS4 EP courses. All staff delivering on the KS4 EP should be graded at least ‘3’ in line

with new the Ofsted Framework regulations introduced in May 2012 . In the event of staff

performance falling below a 3 an action plan should be put in place to support improvement. A

subsequent observation will be required and should performance continue to fall below a 3 then

BHCC reserves the right to request alternative teaching staff or to decommission the provision.

A suitably qualified representative of BHCC will carry out an annual observation to moderate

judgements given as part of the organisation’s internal quality assurance processes (this may be a

joint observation), in accordance with the new OFSTED framework, of teaching and learning for each

course offered.

Learner Feedback It is good practice to seek the feedback of learners for quality assurance purposes.

- PROVIDER RESPONSIBILITY

The learning provider will give the learner opportunity to comment on the delivery of the learning programme and on the facilities provided.

Please see Appendices 9 and 10 for First and Final Impressions feedback forms.

First Impressions should be carried out after 3 weeks and Final Impressions in the penultimate week of the course. Please see the Year Planner for when these should be submitted to the 14-19 Engagement Team.

Attainment All qualifications used within the KS4 Engagement Programme are accredited through the

Qualifications and Credit Framework. Every unit and qualification in the framework has a credit

value, with one credit representing approximately 10 hours of learning time. Units come in a variety

of sizes; some are small (worth one credit) and others large (worth four credits). The title of the

qualification (Award, Certificate or Diploma) indicates its size and degree of difficulty.

For full qualification details for each course please see http://www.brighton-

hove.gov.uk/index.cfm?request=c1274114


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Attendance

The legal regulations on registration and attendance require institutions educating learners

(wherever that might be) to undertake defined duties to safeguard both the safety of young people

and to ensure their attendance can be tracked. The home school is responsible for ensuring that all

legal requirements are satisfied.

In the case of learners undertaking study or work related learning away from their home school,

there is the possibility for error and problems if agreed procedures are not carried out carefully or if

communication of attendance data is not ensured.

BHCC is currently using software called Collaborative Learning Manager (CLM) to record

attendance. This is web based and enables home schools to see the attendance of their learners

as soon as the register is taken by the learning provider.

https://www.clm.uk.net/do.php?_action=login

To obtain a CLM log in, please email [email protected]

What is Collaborative Learning Manager (CLM)?

CLM is a web based system designed to allow educational establishments across a partnership to

track the attendance and progress of learners who are enrolled on off-site courses. CLM

incorporates specific features for managing the delivery of vocationally based courses.

CLM is a secure web based system that users can access from any computer with an internet

connection. Attendance registers are completed by the provider and this data is then instantly

accessible by each learner’s school. This allows the schools’ attendance officers to know within

statutory timeframes which learners are in attendance and, importantly, who is not, so that

appropriate action can be taken.

CLM also allows the provider to complete regular appraisals of the learner’s individual progress on

their course and to report progress to unit level for the qualification they are working towards.

Again, this data is instantly available to the learner’s home school as soon as a report has been

completed, enabling progress to be monitored and any issues to be identified in a timely fashion.

Who needs to use CLM?

CLM should be used by members of staff within school and provider organisations. Use of CLM

depends on the type of institution at which the User is based.


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School users are responsible for checking registers and authorising unexplained absences, also

including notes on the learner if appropriate, e.g. sick. They can monitor the attendance and

progress data of any learners based at their school. School users might typically include:

• Attendance Officer

• Pastoral Heads and other related Senior Managers

• Offsite Learning Co-ordinators

Provider users are responsible for taking registers, and noting, if late, how late the learners are,

and creating progress reports. They can monitor the attendance and progress data of any learners

on the courses provided by their institution. Provider users might typically include:

• Course Tutors

• Administration Staff

• 14-19 Coordinators

The Register

The registers must be updated twice daily at the start of morning and afternoon sessions. Learners

should be entered into the home school register as an approved educational activity on days pupils

are expected to attend alternative provision.

The learning provider will take the electronic register within 30 minutes of the start of the course.

The home school will check absences and deal with absences in their usual way.


The learning provider will monitor the attendance and punctuality of the learner and

complete the web-based register within half an hour of the start of each session a.m. and

p.m.

The learning provider will record the contribution to lesson for each learner at the end of

each session a.m. and p.m. using the web-based registration and monitoring software.

Please see Appendix 4 for KS4 EP CLM requirements

Please see Appendix 5 for a Guide to completing registers on CLM


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Monitoring and Review

The ability to monitor the progress of learners and the quality of the provision when learners are

working away from their home school is essential. Regular review of learner progress is necessary

to ensure learners are on track, meeting targets and likely to succeed.

The following processes are in place for the KS4 EP:

• A regular review cycle of learner progress is conducted with the learner using the KS4 EP

Individual Learning Plan (ILP).

- Specific learning targets are set for learners which are challenging but attainable.

- An indication of personal qualities and achievement are established which are more

than a simple academic record and will support with future career aspirations

• Learner progress reports are produced at the end of each term using the ILP to inform the

content and are held on CLM (please see the Year Planner on page 7 for report due dates.

• Progress against qualifications is shown at the end of each term on CLM.

It is the home school’s responsibility to access these reports and progress updates and to

incorporate these into progress reviews and reports to parents/carers.


Individual Learning Plan

The learning provider will develop and regularly review an Individual Learning Plan with

each learner.

Please see Appendix 6 for KS4 EP ILP template and guidance

Termly Progress Reports and Qualification Updates

The learning provider will monitor the progress and achievement of the learner and provide

the home school with reports and qualification updates at the agreed times (see KS4 EP

Year Planner).

Please see Appendix 4 for KS4 EP CLM requirements

Please see Appendix 7 for a Guide to writing termly reports and making qualification progress updates

Please see Appendix 8 for a Guide to uploading qualifications for progress monitoring on CLM


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Behaviour

Providers need accurate, up to date and thorough information on students’ behaviour to ensure

appropriate strategies are in place. Please ensure students are made clear of expectations relating

to behaviour on Personalised Foundation Learning Courses prior to making an application. It may

be helpful to imagine these courses taking place in ‘external classrooms’ where there are rules,

boundaries and expectations in order to create a productive learning environment.

If a home school has concerns about a student’s behaviour they should complete the Suggested

Strategies to Support Behaviour Management form which is part of the Referral Form and agree

strategies to manage specific behaviours with the student and their parent/carer.

The school and provider must maintain strong communication to ensure information relating to the

learner behaviour is kept up to date.


The learning provider will contact the home school immediately regarding any learner whose progress or behaviour warrants concern.

Where disciplinary action is to be taken the Learning Provider will fill out an incident report and

send a copy to the home school and the 14-19 Engagement Team. It is important to record what

actions will be taken to follow up the incident and the home school and the 14-19 Engagement

Team should be updated as appropriate.

A copy of the incident report should be kept on the learner file along with any follow up actions.

Please see Appendix 11 for KS4 EP incident report template

Exclusions

Learners are the responsibility of the home school. Any possible exclusion from the provision must

be in negotiation with the home school to ensure that all parties adhere to statutory requirements of

exclusions. If a serious incident occurs, providers will make contact with the school to discuss a

suitable way forward. All behavioural incidents will be logged by the provider via an Incident Report

which will be sent to the home school. Following a fixed term exclusion from the programme a

representative from the home school will be expected to attend a reintegration meeting with the

provider and learner.


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KS4 Engagement Programme Learner Disciplinary Procedure

Joint Disciplinary Responsibilities

This procedure is intended to deal with disciplinary procedures whilst learners are studying away

from their home school. It is based on the fact that learners attending outside bodies are ultimately

the responsibility of the home school.

Stages of the Procedure

There are five stages to the disciplinary procedure. Most problems are relatively minor and will be

resolved informally at stage one. Where necessary however, each stage of the procedure may be

followed as outlined below. An exception to this might be where a learner is involved in gross

misconduct. Examples of this include physical violence and fighting; abusive behaviour to staff;

behaviour dangerous to themselves or to others; wanton damage; serious breaches of health and

safety; being in possession of, using or dealing in illegal drugs/alcohol; carrying and/or using

offensive weapons.

Stage 1: Informal Resolution

Most incidents are resolved at this stage. This involves staff and the learner concerned discussing

the incident and agreeing the appropriate action to be taken. Such action may include a warning or

the learner being required to take restorative action or being reported to his/her home school or

college for further action or simply undertaking not to repeat the incident.

If an informal agreement cannot be reached, or if the incident is repeated or there is further

indiscipline then it may be necessary to proceed to the next stage.

At this point the home school and Parent/Carer will be informed.

Stage 2: Formal Warning

This stage is normally marked by a formal meeting between appropriate staff from the learning

provider and the home school. The meeting will hear details of the disciplinary problem and the

staff will decide collectively the formal action to be taken. This will usually result in a formal written

warning, a copy of which will be sent to the home school and the Parent/Carer. Included in the

warning, a probationary period may be set with an agreed plan of action undertaken. Strategies for

dealing with recurring behavioural problems will be discussed with the home school or college and

applied where appropriate. In most cases the school will take their own disciplinary action.


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Stage 3: Final Written Warning

Learners will be given every opportunity to improve their behaviour. Strategies for improvement will

be given every opportunity to be effective. Where problems continue and following a formal

meeting with the learning provider and home school, a final written warning will be issued. As in

stage 2 copies will be sent to the home school and Parent/Carer. It is recommended that the

Parent/Carer attends a meeting to discuss the problem at this stage.

Where possible the home school will take their own disciplinary action resulting from the meeting.

Stage 4: Withdrawal from Learning Placement

This stage is enacted where the learner is involved in a gross misconduct, or there have been

recurrent problems, and the disciplinary procedure has been followed up to stage 3. A formal

meeting between the learner, home school or college manager and learning provider will take

place to discuss the situation. Following the consultation and with the agreement of the learning

provider and home school the learner will be withdrawn from the learning placement. The learner

will be informed of the decision by letter and a copy sent to the home school and Parent/Carer.

Stage 5: Appeal

Learners can appeal against the decision to withdraw them from the learning placement. This

should be made to the home school so that the home school can make the appeal to the learning

provider on behalf of the learner. This will be considered by an appropriate senior representative of

the learning provider and home school for a decision to be made within seven days. These

representatives should not have been involved in earlier stages of this process. Their decision will

be final.


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Health & Safety

Legal requirements

Health and Safety is a key consideration when learners are placed with other providers. The

legislation is complex and subject to continual review and updating.

A duty of care to the learner will always exist within the responsibilities of the home school.

The placement of the learner in an appropriate learning provider environment is therefore the

responsibility of the home school. For learning experiences in establishments which are not

schools or colleges, it is essential that risk assessments are carried out by a qualified Health and

Safety person. The KS4 EP contracts with a 3rd party to complete Health and Safety assessments

for each provider venue used within the programme.

Contact Details

The home school must supply learning providers with learners’ contact details in order to contact

them as soon as possible in the case of illness or accident to a learner.

Medical Information

Information concerning learners with specific medical needs must be passed to the learning

provider prior to the start of the course via the KS4 EP application and referral forms. Data

protection guidance must be followed. The home school of a learner who is required to carry

specific medication (e.g. epipens) with them, is responsible for informing the learning provider of

the situation and must be confident of their ability to meet the needs of the learner.


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Safeguarding and Child Protection

Requirements

All children regardless of age, disability, gender, racial heritage, religious belief and sexual

orientation or identity have the right to protection from harassment, harm or abuse.

All learning providers working with young people therefore have a duty of care to ensure Child

Protection policies and procedures are in place and followed by their employees and volunteers.

This is guaranteed by the commissioning process that BHCC has in place.

Safeguarding Children and Promoting Welfare

For Local Authorities and all types of learning provider, ‘safeguarding’ covers more than the

contribution made to child protection in relation to individual children. It also encompasses issues

such as learner health and safety and bullying, about which there are specific statutory

requirements and a range of other issues, for example, arrangements for meeting the medical

needs of children with medical conditions, providing first aid, school security, drugs and substance

misuse, etc. about which the Secretary of State has issued guidance.

The home school and learning providers will ensure that all expected measures related to Child

Protection issues are implemented and maintained in accordance with the DCFS paper

“Safeguarding Children and Safer Recruitment in Education”, DCFS 04217/2006.


The learning provider will ensure Child Protection Regulations are adhered to and all staff working with learners are CRB checked at the ‘Enhanced Level’.

If a learning provider has concerns about a learner’s welfare, the provider will contact the Child

Protection Officer of the home school. If the learner is home educated then the learning provider

will follow their own Child Protection policy and procedures in dealing with any concerns.

If you are worried about a child and you want advice and assistance please contact:

Advice, Contact and Assessment Service (ACAS)

Telephone: (01273) 295920 Whitehawk Community Hub 179a Whitehawk Road Brighton BN2 5FL

9am-4.30pm Mon-Fri, but outside these times your call will be forwarded to the out-of-hours duty service - you can call at any time.


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Complaints

There are requirements under the law to have complaints procedures in place when educating

young people.

The following sections are designed to help all parties involved in learning to ensure complaints are

dealt with to the satisfaction of all.

The complaints process - young people and parents/carers

In order to ensure complaints are dealt with appropriately and efficiently it is important that the

home school is the institution responsible for receiving and dealing with complaints from its

learners and parents/carers.

The home school should also be the place receiving and processing complaints from learning

providers about learners registered with that school.

The following protocol is deemed to be the agreed means of dealing with complaints across all the

institutions involved in collaborative working within the Brighton and Hove 14-19 partnership.

1 All complaints from learners or parents/carers about curriculum, travel, provision, equipment,

teaching, staff, etc. are to be made through a named person at the home school.

2 All complaints about learners, their work, behaviour, attendance, timekeeping etc are like wise

to be made by the learning provider to a named person at the home school or college. (This

assumes that the learning provider is receiving no co-operation from the learner despite

counselling as to the problem.)

3 The home school agrees to designate a named person to deal with all complaints between

parties operating within the partnership.

4 The learning provider agrees to designate a named person to deal with all complaints

between parties operating within the partnership.

5 Wherever possible the home school will contact the learning provider within two working days

of receiving any complaint from learner or parent/carer and try to resolve the problem before

the next learner visit.

6 Wherever possible the learning provider will attempt to solve problems before the next learner

visit or within one working week if this is not possible.

7 The home school will undertake to see any learner causing concern to the learning provider

before the next visit or within one working week if this is not possible. If necessary the home


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school or college will contact the learner’s parent/carer to explain the situation and to elicit help

with solving the problem.

8 In exceptional circumstances such as an alleged case of bullying or abuse the learner will not

return to the learning provider until the case has been successfully dealt with to the satisfaction

of the learner and their parent/carer.

9 In cases of severe misconduct by a learner the learner may be excluded from attendance at

the learning provider until the complaint has been resolved to the satisfaction of the learning

provider. See learner disciplinary protocol.

10 In the case of an unresolved complaint, the matter should be dealt with by a senior manager of

the home school, a senior manager from the learning provider, the 14-19 Engagement Team

Manager and the parent or carer of the learner.

The complaints process - service provision

1. Complaints should be addressed to Kirsten Trussell, 14-19 Engagement Team Manager (see

Key Contact details).

2. Complaints will be addressed with within two working days or immediately should the concern

be linked to safeguarding.

3. The 14-19 Engagement Team will deal directly with the learning provider should a complaint be

made about their service delivery. The complaint will be investigated and the team will provide

a response to the complainant and facilitate a resolution where appropriate.

4. All complaints regarding the service provided by the 14-19 Engagement Team will be

investigated by the 14-19 Engagement Team Manager and a response provided directly to the

complainant.


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Equality and Diversity

Legal Requirements

In meeting the requirements under various acts to provide for equal treatment, there are several

areas for which all the institutions involved in the education and training of young people must

make arrangements. These include:

• Gender Issues – Sexual Harassment, Sex Discrimination, Sexual Orientation

• Disability Access

• Racial Discrimination

• Discrimination on grounds of Religion or Belief

• Special Education Needs

There are specific duties for schools and public bodies in terms of policies, access, provision and

promotion of equality which they are required to discharge.

Learning providers will have in place their own policy to address Equality and Diversity. This is

guaranteed by the commissioning process that BHCC has in place.

Data Protection

Legal/Statutory Requirements

Under the Data Protection Act, government guidance suggests it is legitimate for learning providers

to ask schools to release data about learners’ attendance, behaviour, prior attainment and so on,

provided schools have informed learners (or in some cases the parents/carers) that they will be

sharing personal data with the learning provider for the purpose of carrying out educational

functions e.g. to ensure the learning provider provides the appropriate level of support for

additional needs.

Sensitive personal data relating to SEN or behaviour for example may only be disclosed if explicit

consent is received from the learner and parent/carer. Learning providers may need to remind

schools that failure to pass on information could lead to a situation where the safety of the young

learner is compromised.

• The home school should seek the explicit consent of the parents to pass on relevant

personal data and relevant sensitive personal data concerning the learner to other learning

providers by ensuring that the KS4EP application form containing data protection consent is

signed.


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Transport & Travel

Travel Insurance and Arrangements

A Duty of Care towards their learners exists for all institutions sending or transporting their

learners to learn at other institutions. It is in the interest of learners, parents and schools to

obtain the appropriate information on travel arrangements, to check the insurance position and to

obtain the appropriate consent from parents for such travel.

Risk assessments completed by the home school on transport and travel are an important part of

this process.

Collaborative working arrangements involving learners travelling to other institutions are regarded

as school visits for the purpose of insurance. They are covered to the same extent as they would

be for other visits within the UK and require approval by the Head Teacher.

Travel to and from the school at the start and end of the school day is the responsibility of the

parent or guardian, however, and relies upon the public liability of the carrier (taxi, coach or Bus

Company).


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KS4 Engagement Programme: A summary of provider responsibilities and communication channels

Provider

Child Protection issues (email / phone dependent on urgency)

Twice daily attendance reporting and contribution to lesson (CLM)

Attendance concerns e.g. non-attendance (email / phone)

Termly progress reports and qualification updates (CLM)

Incidents (phone & email incident report – depends on seriousness)

Absconding during the day (CLM & phone- also parents)

Behaviour & progress updates – positive & negative (email / phone)

School

Provider

14-19 Engagement

Team

Unresolved Child Protection issues (email / phone) = KT

CLM issues (email / phone) = EJ

Incidents (cc KS4EP in email with incident report)

Serious incident – advice and / or update (phone) = KT

Learner withdrawn by school (email) = EJ

Learner permanently excluded by provider (email) = EJ


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KS4 Engagement Programme: A summary of school responsibilities and communication channels

School

Referrer

Provider

Monitor daily attendance (CLM)

Advise in advance of authorised absence (email / phone / CLM)

Behaviour & attendance concerns e.g. non-attendance (email / phone)

Questions regarding course (email / phone)

Change in personal circumstances / details (email / phone)

Issues & concerns re progress (email / phone)

Monitor progress on a daily and on-going basis (CLM)

School

Referrer

14-19 Engagement

Team

Concerns or complaints regarding provision (email / phone) = KT

CLM issues (email / phone) = EJ

Financial issues (email / phone) = KT

Learner to be withdrawn (email) = EJ

Learner to change course (email / phone) = EJ

New referral (email / phone) = EJ / KT


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Provider Contact details

Provider Phone

number Contact Email Direct Line

City College Brighton & Hove 01273 667788

Lisa Stern Ben Kew

[email protected] [email protected] ext 401

Dv8 01273 550432 Claire Walker [email protected] ext 212 / option 1

Sussex Central YMCA

01273 731724

Stacey Lambert (Y Centre) Jared Evans (Chalk Pit)

[email protected] [email protected]

715444

885505

Local Authority Contact Details

Contact Role Email Telephone

Kirsten Trussell

14-19 Engagement Team Manager

[email protected]

01273 294921

Emma Jones

KS4 EP and CLM support

[email protected]

01273 290738


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School Contact details

School Telephone no. Contact Email Direct Line

ACE 01273 604472 Susan Capey [email protected] BACA 01273 691191 Dawn Gladwin [email protected]

Blatchington Mill 01273 736244 Richard Radcliffe Louise Manzaroli


Ext 345 221243

Cardinal Newman 01273 558551 Lesley Torn [email protected] ext 260 Cedar Centre 01273 558622

Sophie Shannon Susie Gaudiere


Connected Hub 07785432269 Louise Cook [email protected] Dorothy Stringer 01273 852222 Rob Allen [email protected] Downs Park 01273 417448

Clare Langhorne Hazel Hempenstall


Hove Park 01273 295000/1/2 Rob Allwright [email protected] 294849 Lioncare School 01273 734164 Sara Fletcher [email protected] Longhill 01273 304086 Rosie Brown [email protected] 391661 Patcham High 01273 503908 Debbie Mansfield [email protected] 07919924720 Patcham House 01273 551028 Rachel Rioux [email protected] PACA 01273 416300 Sue Freeman [email protected] ext 231


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School

Telephone no. Contact Email Direct Line

Peacehaven Community School 01273 581100 Maria Budd [email protected] 575804 Pupil Referral Unit 01273 670688 Julie Melia [email protected] The Education Centre 01444 450111 Nigel Roles [email protected] Varndean

01273 561281 Alison Browning [email protected] 545212

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