Who we are

Introduction

 

Craven PRS provides 28 places for young people who have been permanently excluded from a mainstream school or are at risk of such a consequence.  The majority of our students are on preventative placements that last between 12 weeks.  During their time at the PRS, a comprehensive process of diagnosis, intervention and growth takes place to enable students to re-join their mainstream school.  In the case of permanently excluded students, they have a similar experience, and we seek to have them join a new mainstream school as soon as it is practical.

 

Young people joining the PRS have experienced a wide range of barriers in education from undiagnosed SEND to negative choices based on personal trauma.  They are often nervous and unsure about what they will experience at the PRS, so we help them, and their parent/carers feel part of our team and to understand that the young person will be safe.  This document will illustrate our curriculum, interventions and culture that allows us to achieve this, including the processes and metrics we use to measure progress.

 

At Craven PRS we use a therapeutic approach to behaviour management and our school is a trauma-informed organisation.  Our staff team have all been trained in emotional coaching, Team Teach and most are undertaking Heroic Coaching Certification.  Consequently, staff build strong relationships with students, based on mutual respect and the avoidance of oppositional positions. Craven PRS uses innovative approaches and applies the latest research where possible, particularly in the fields of self-regulation, motivation and self-improvement. Each of these elements is covered in this page.  After being referred to the PRS via the North Yorkshire Alternative Provision Panel NYAPP, the PRS liaises with the home school and arranges an integration meeting.  At this meeting the student tours the school and is taken through the processes they will experience, answering any questions they might have.  At this meeting, there is a discussion about expectations and values.  The Headteacher then goes through the Craven Promise that everyone in the school agrees to.  A copy of the promise is in the next section, and it is written to apply to staff, parents and students alike.

 

Ambition

 

The curriculum and support systems at Craven PRS are designed to achieve our ambition to gain level two qualifications for all learners in Year 11 and prepare them effectively for Post 16 pathways. For all other students, it is to prepare them to reintegrate into a mainstream school where they can achieve such qualifications, through regular attendance and positive behaviour/engagement.  This means our students need to achieve significant progress in subject knowledge and in their reading and comprehension.  In partnership with improvement in these metrics, we aspire for our learners to develop a profile of positive behaviour, strong relationships, and regular attendance.  This provides a strong foundation to empower our young people to engage with education and be successful.

 

The Craven PRS Promise

 

We the students, educators and parents/carers of the Craven PRS Community Promise

 

We will ensure that mobile phones and personal effects will be handed to PRS staff at the beginning of the school day and that staff will return them at 1.15 p.m. as students leave.  The only exception to this is if an illegal item or substance is handed in.

We will help students comply with respectful security checks.

We will agree and implement Student Success Plans for each student.

We will ensure that all coats are stored and not touched until the end of the school day.

We will ensure we respect each other and keep each other safe.

We will all show respect, care and consideration for others and their needs.

We will always listen carefully and communicate in a calm and respectful way, without aggression or swearing.

We will work together to ensure students follow directions and instructions first time every time in the school.

We will ensure students respect the school building, be on time and leave in a calm and safe way.

We will respect the efforts and opinions of others.

We will ensure everyone respects personal boundaries and we will never threaten the safety of others.

We will ensure everyone looks after the PRS Building and Equipment.

We will ensure that everyone is helped to Respect themselves.

We will ensure students do not harm others, themselves or damage the building or equipment. Staff will use their Team Teach training to physically intervene to keep students safe.

 

 

Student signature             ………………………………………………….  Date : ……………………………………

Parent/carer signature      ………………………………………………….  Date: ……………………………………

Headteacher signature      ………………………………………………….  Date: ……………………………………

 

 

 

 

School Daily Cycle

 

 

Lesson	Activity	Time	Minutes
Arrival (morning registration  8:15-8:45)	After being scanned and handing in personal effects. Students have breakfast and have welcome conversations with staff.  This allows any issues to be picked up quickly	8.15-8.30	15
1	Learning Time	8.30-9.20	50
2	Learning Time	9.20-10.10	50
3	Learning Time	10.10-11.00	50
Break	Break	11.00-11.20	20
tutor time	Tutor time is about self-improvement using Heroic Coaching Materials and CBA Journal	11.20-11.40	20
4	Learning Time	11.40-12.30	50
5	Learning Time. On Friday this period is used for journalling and celebration assembly.	12.30-1.15	45

 

Curriculum Delivery

 

The PRS has embarked on a new curriculum model of delivery. Rather than four groups of 6 or 7, we are teaching subjects to two larger groups at the same time.  This is assisted by increased levels of support staff who can remove students for intervention, support or behaviour regulation.  It also allows subject specialists to clarify any misconceptions or misunderstandings in any of the subject classes.

Sequencing of the curriculum presents a range of unique challenges:

• Students can join part-way through a module.  Behaviour referral panel takes place every three weeks.
• Students have missed large amounts of subject content.
• Reading ages may be significantly behind their peers.
• Often have previously unidentified learning, behavioural or psychological needs
• Have low confidence as learners.

To mitigate these factors, the curriculum has a strong bias towards the development of literacy and appropriate communication.  The schemes of learning also mirror where students should be up to in mainstream school in core subjects.  If appropriate KS4 students continue with humanities and option subjects, so it is essential that communication with the partner school is strong.  All students are tested when joining using GL Assessment, to inform any intervention and support needed.

 

Uniform

 

At Craven PRS we have a branded active-wear uniform to allow students to rapidly transition from academic to physical activity.  This uniform supports the PRS’s use of physical activity to regulate behaviour by triggering the release of desirable hormones to support engagement and learning.  Students receive a t-shirt and hoodie, that they wear with black tracksuit bottoms and black trainers.  Learners can choose the colour of their uniform and can buy additional items from our local supplier.  Staff wear a similar uniform or business dress.

 

The Curriculum

 

To facilitate the development of deep learning and to ensure any gaps in learning are closed, the core curriculum at Craven PRS includes:

• English and Literacy
• Mathematics
• Science
• Humanities and the Arts
• PSHCE includes self-development, CEIAG, mindfulness and healthy living.
• Humanies includes RE/RSE, history and geography 

KS4

 

With work experience

Subject	English	Maths	SCI	Humanities, RE	MOVE	PSHCE and Wellbeing	Reading	Additional Skills and Study	Work Experience
Lessons	4	4	4	1	4	1	1	1	Wednesday

 

Without work experience

Subject	English	Maths	SCI	Humanities & RE	MOVE	PSHCE & Wellbeing	Reading	Additional Skills &Study
Lessons	4	4	4	1	5	1	1	5

 

KS3

Subject	English/ Literacy	Maths	Science	Move	Humanities	ART	PSHCE	RE	Read	Forest	Additional Skills & Knowledge
Lessons	4	4	5	5	1	1	1	1	1	1	1

 

For more information about our exciting curriculum please speak to the head teacher A. Haughey 

 

Heroic Tutor Time

 

This input is a daily twenty-minute session that is explained in a later section.

 

 

Our Curriculum Intent

• Safety-secure base.  This forms the foundation of our approach as we work tirelessly to build trust and strong relationships with our students.  Feeling safe allows children to take control over their own thinking and start to modify their behaviour.
• Achievement. All students will focus on English, Mathematics and Science. This is to ensure they do not fall behind and ensure they can re-join their home school or find a new school in which to be successful.  This core curriculum is supported by PE, Humanities, Art, RE, CIEAG and PSHCE to secure each student’s all-round development.
• Communication. Students are guided to develop their ability to recognise meaning and understand written, spoken, and nonverbal communication. This is to help them to communicate more effectively with adults that may not understand their needs.
• Reading.  We intend for every student to improve their reading age significantly whilst at Craven PRS.  Students do a benchmark assessment on entry and there is a weekly reading focus as part of the curriculum.
• Emotion Intelligence.  Understanding emotions is crucial for young people.  Craven PRS use a therapeutic emotion coaching model to develop empathy and healthy emotional responses.
• Doing.  Where possible we help students understand themselves and their future through learning about careers, health, wellbeing and their own physiology and its relationship with their behaviour.  Students have access to a range of coaching models and KS4 students have access to a day of work experience each week, where appropriate.

 

These curriculum aims are underpinned by our values:

 

Our Community at Craven PRS has six core values, centred around our most important seventh value of GROWTH. We want all our young people to grow and be able to remove or manage the barriers that have resulted in their joining our school.

• Grit mindset to attain success through endurance, perseverance, resilience, passion, hard work, and practise, practise, practise.
• Respect for yourself, for each other and for all adults. This value is central to all our intervention work on behaviour, communication, and conduct. Especially in respecting the diversity and choices of individuals in our community.
• Obstacles Make Me Stronger. This mindset is intended to create adaptable learners, who thrive when challenged, regardless of whether the task looks hard or unpleasant.
• Win or learn there is no such thing as a wrong answer or failure. We either succeed in achieving our goal or learn how to succeed in the future.
• Teamwork, everyone working together to achieve ambitious goals
• Honesty with others and always to yourself

 

Finally, the seventh of Growth, or more specifically,

 

 

“Growth for All”

 

 

Curriculum Implementation

• Personalisation.  Our students often have different starting points, so we ensure that each student has appropriate support and challenge. All students complete diagnostic tests that help our team to target support for each individual. Individuals are supported through SMSC assemblies and lesson content.
• Literacy. Reading and writing is a focus throughout the curriculum and keywords are shared in each lesson.  Where appropriate the reciprocal reading model is used.
• Assessment of progress and need. We assess needs through diagnostic testing, coaching and daily meetings to discuss the day’s activities.  Students are given verbal and written feedback in each subject.
• Coaching and mindfulness.  Craven PRS uses a range of coaching models including Emotional Coaching, HEROIC, NLP and BE Creative.  These help students to recognise barriers to their progress and to structure their future responses to challenging situations. 
• Energy. Craven PRS uses daily exercise and movement to help students regulate their moods and control their emotions.  Research show that it is very challenging to move a person psychologically quickly, but it is possible to move a person biologically, allowing them to trigger hormone release and therefore control their reactions.

 

Curriculum Impact

 

By implementing the above curriculum, the following outcomes/impact should be achieved:

 

• Self-Control.  Through coaching sessions and how staff model behaviour allows our students to improve their ability to control their thoughts and actions.
• Understanding of subjects and the world.  Academic school learning and progress will decrease the gap to their peers.
• Communication. Students will have improved their ability to communicate and access learning more easily through reading for understanding.
• Confidence.  Students will have increased their self-belief as a learner and a young person who can communicate their needs to others in a positive way.
• Engagement.  Students attend lessons and can evidence progress. Their attendance at the PRS demonstrates a positive trend.
• Student Manual. This manual includes all diagnostic testing, coaching and intervention outcomes.  A copy is produced for the home school, parents and for the PRS records.  This file explains how to work with the young person, so their progress can be maintained in their new or home school.
• Strategies for success in school, home, and relationships. Students can make safe and mindful choices, to facilitate making and maintaining positive relationships when they return to school.

Assessment and Feedback

 

To engage and motivate learners’ feedback is kept simple and focused.  Students have strengths and targets identified for them along with feedback on the accuracy of literacy skills application.

Marking is regular and group marking, and scrutiny takes place every four weeks on the whole school strategic calendar.

Along with this assessment DUKs are used to illustrate what students can do, understand and what they know.

 

 

Three Student Development Priorities at Craven PRS

 

The development priorities of Knowledge (Know), Understanding (Understand) and Application (Do) are intended to develop deep knowledge, cultural capital, self-mastery, and the ability to apply skills in any context for all students at Craven PRS.  Each priority is represented by an icon which has been developed to represent a temple of knowledge, a shield of understanding to protect themselves through self-mastery and a helmet to represent teamwork and focus based on the ancient Spartans.  You will notice that both the helmet and the shield are represented in our school logo.

 

 

 

 

Core Curriculum, including PSHCE, RE and RSE

 

The curriculum is designed to ensure that any gaps in understanding in Maths, English and Science can be addressed.  At the very least gaps in learning should not increase.  To do this teaching is intended to keep pace with where the students are in their learning in their home school.  If this is not achieved students are not able to join a school and be successful.  PSHCE, RSE and Humanities are also key elements of the PRS curriculum, this is especially relevant to KS4 learners, as students in a position to impact positively on attainment 8 and Progress 8 will be more acceptable to integrate into a new or partner school.  To this end, a significant number of lessons are dedicated to addition skills and study for KS4 learners, whilst KS3 focuses on Art and other lessons.

Craven PRS unapologetically focuses on the core curriculum and improving literacy.  Whilst we have the facilities such as workshops, we do not have adequate curriculum time available for them, as we use the time to educate and train our young people to regulate their emotions and behaviours through our Tutor Heroic, Move and Intervention programmes.

 

Spartan Move

 

Research shows that to move a person psychologically to address a behaviour or need takes a long time.  However, it also shows that to move a person physically is relatively quick.  Through physical movement, it is possible to trigger the release of desirable hormones that make the person feel good, calm, secure and safe.  As students learn to recognise that they can feel differently as the exercise engages their parasympathetic nervous system, which counteracts stress hormones such as cortisol and adrenaline, they start to accept that change is possible.  Move lessons reinforce that the model of intervention can work for everyone. Progress in this area of the curriculum is monitored through a specific tracker and the Move Journal that measure the development of various skills and values, including methods of physical regulation such as learning to breathe properly.  Physical movement and exercise can also be used in other lessons, to prevent a deterioration in behaviour and attitude. In our current model, all students engage in Move period one, to hopefully ensure the physical activity has the maximum positive impact on behaviour regulation and mental wellbeing.

 

Tutor Time and Heroic

 

The majority of Craven PRS staff are training to be HEROIC coaches.  The Headteacher is already a qualified Master Coach.  HEROIC (formally Optimize) is an American company with a wealth of online materials that are free.  These are used as part of our morning tutor time and support the development of mindfulness and address issues such as anxiety.  These materials are easily applied by non-specialists, however, as the staff are training to be coaches, our delivery is enhanced as tutors can engage in coaching with their groups. To support personal development further the CBA journal has been introduced (Communication, Behaviour and Attitude).

 

Be Creative and Emotional Coaching

 

Where appropriate students can receive 1 to 1 coaching from the Headteacher who a qualified coach, NLP Practitioner and De Bono’s Trainer is.  To help focus these sessions we have designed the BE CREATIVE Model.  During their placement we explore behaviour, empathy, communication, regulation, emotions, actions, talk, identity, values, and esteem. Using this framework, NLP, and knowledge of NVC the student is coached to identify triggers and make empowering choices.  This work also helps them to understand the resilience they will need when communicating with staff on their return to mainstream school.

Skills Builder and CEIAG

 

To encourage engagement with the post-16 progression and the world of work, KS4 students are offered a day of work experience per week if it is appropriate for their needs.  To support this type of engagement across the curriculum we have introduced Skills Builder that integrates and tracks the development of skills that improve employability, whilst also closing the gap some students may have in these essential learning skills. All subjects make explicit references to careers in their subjects.

 

Targeted Intervention

 

Some students also receive additional targeted intervention to close a specific gap or support learning development.  These interventions are delivered by Teaching Assistants and HLTAs.  All intervention is tracked and is either triggered or measured for impact using our diagnostic tools GL Assessment, Boxall and SNAP.

Diagnostic Testing and Screening

 

On joining the PRS we use GL Assessment to screen for Dyslexia, Dyscalculia and assess Reading Age.  We also complete Progress tests in English, Maths and Science to identify gaps in learning.  To target teaching and intervention we also complete CATS (Cognitive Attribute Test) and PASS tests (Pupil Attitude to Self and School). Some of these diagnostic tests are repeated at the end of the placement to illustrate progress and assess school readiness e.g., Reading and PASS.

SEND including Staff Referrals

 

Many of the learners attending the PRS have undiagnosed learning needs such as ADHD and ASD.  Our staff are encouraged to make a referral to our SENCO when they identify any potential cases.  Once this process is triggered the SENCO gathers information for all the child’s teachers and then liaises with the home school or local authority to start more formal assessment. Strong partnerships with our mainstream schools have been established based on trust and personal communication. As students are observed all day, every day learning SEN traits can be more readily identified in a smaller context, that may have been missed.

 

Data, Metrics and Progress

 

• All subjects have trackers that include all student data including reading age and SEND.  These are regularly updated, and progress is measured against FFT Aspire 50.
• Reading and literacy are key metrics for the PRS as it ensures young people are more likely to access mainstream lessons on their return.
• Behaviour data from Class Charts is closely monitored identifying hotspots and trends to allow precise intervention.  It is also used to support discussions with parents and carers.  Progress on positives is recognised in weekly celebration assemblies and a chart in the main hall.
• CPOMS is used to track all safeguarding information.  It forms the backbone of our safeguarding practice and is extremely detailed. 
• To support input and tracking of all metrics a daily briefing takes place to review what has happened that day.
• Attendance is carefully tracked, and appropriate intervention and challenge is triggered at appropriate times.  Attendance is a key metric to measure engagement and school readiness.  For the majority of students their attendance at school and in individual lessons improves on joining the PRS, compared to their home school.

 

School Readiness and IHCPs

 

Once a student has been identified as being ready for mainstream a comprehensive file containing guidance to support the learner and all diagnostic and progress data relating to them is compiled.  Three copies are created for Craven PRS, the mainstream school and the parent/carers.  We call these files IHCPs, Intervention Health Care Plans and they should be used to support the child on their return.  Students are much more successful when this guidance is followed and the mainstream school engages with any additional support offered to them by the PRS.  An important factor in securing a successful reintegration is the school’s approach to the child’s reintegration, including a fresh start for behaviour counts and relationships with staff.

 

Quality Assurance

 

Our quality assurance procedures have several paths:

• Headteachers monitoring of Quality of Education against curriculum policy is done weekly, with a particular focus on staff performance and relationships.
• Monthly work and assessment scrutiny
• Regular planning and curriculum scrutiny each half term
• Lesson observations by SLT, Governors and SEA.
• CPOMS and Class Charts Monitoring to identify trends.
• Student and parent voice.
• Daily review meeting
• Progress data monitoring to target intervention.

 

Behaviour and Attendance: Class Charts

 

Attendance is monitored closely, and absence is challenged on day one.  Deteriorating behaviour triggers, intervention meetings and a support plan.  Class Charts is monitored regular to identify trends and provide supporting evidence for intervention and school readiness. It is also monitored to ensure staff are using it appropriately for positive and negative behaviours.  Class Charts is also used to record students’ progress in Skill Builder metrics.

 

Stakeholder Voice

 

Stakeholder voice is a very important part of the development process at Craven PRS.  Students, Parents and Staff are regularly asked for feedback and the results from parents and students are published.  Staff are regularly updated, and feedback is sought daily at the end of the day review meetings.  Curriculum changes, ideas and development are discussed with staff who help refine each concept, a good example of this is our current delivery model.  Where appropriate students are also consulted on these changes and are always prepared in advance before a new strategy is in place or a new student joins their group.  The relationship with parents is established on a solid foundation, that is built in the first induction meeting.  Parent feedback regarding communication and fulfilment of expectations is very positive.

 

 

Professional Relationships

 

The authentic integrity of our work with partner schools, social workers, youth workers and other professionals has allowed us to build a high level of trust with all agencies.  This ensures we collect the correct information that can be used to refine and personalise the delivery of education for everyone.  Consequently, all professionals are to be treated as if they are a valued member of our team because they are.

 

Governors

 

Due to the size of the PRS the Governing body takes the form of a management committee. This meets every half term.  There are link Governors for finance, safeguarding and SEND. Finance subcommittee meets each half term, usually a week before the full Management Committee (MC).  Two weeks before the Chair, Clerk and Headteacher meet to set the agendas.  The week before relevant papers such as budget monitoring and the Headteachers report are sent to members of the MC.  Members are then requested to send any questions in advance so the Headteacher can respond with appropriate detail in the meeting.  Governors support the MC through observations, support visits and taking part in school celebrations.  All visits are reported to the MC.  The Headteacher has regular meetings with the chair, usually every two weeks.

 

British Values at Craven Pupil Referral Service

 

The Spiritual, Moral, Social and Cultural (SMSC) development of our pupils has always been at the heart of the education offered at Craven Pupil Referral Service.   Our school’s approach to SMSC is embedded in the ethos of mutual respect, partnership working and collaboration; an approach that we believe is fundamental to a full and positive participation in life in modern Britain.

  

Behaviour Principles Statement

 

• At Craven PRS every pupil understands they have the right to feel safe, valued and respected, and learn free from the disruption of others.
•  All pupils, staff and visitors are free from any form of discrimination.
• Staff and volunteers set an excellent example to pupils at all times.
• Rewards, sanctions and reasonable force are used consistently by staff, in line with the behaviour policy.
• The behaviour policy is understood by pupils and staff.
• The exclusions policy explains that exclusions will only be used as a last resort, and outlines the processes involved in permanent and fixed-term exclusions.
• Pupils are helped to take responsibility for their actions.
• Families are involved in behaviour incidents to foster good relationships between the school and pupils’ home life.
• The governing board also emphasises that violence or threatening behaviour will not be tolerated in any circumstances.

 

This written statement of behaviour principles is reviewed and approved by the Management Committee annually.

 

 

Financial Governance

 

All schools must publish the number of school employees that have a gross annual salary of £100,000.

 

None of the staff members at Craven PRS earn a gross annual salary of £100,000 or more.

 

 

The PRS Finance Committee consists of:

 

Robert Bellfield (Chair of Governors)

Phil Pipe (Community Governor)

Andrew Haughey (Headteacher)

 

 

Follow the link below to find out about Craven PRS financial information on the Schools Financial Benchmarking website

Schools Financial Benchmarking

<< New text box >>