1. Pupil Referral Unit (PRU) – operating model 3 Year Plan Report to Sheffield Schools Forum 23 June 2016, Paper B

2. Development Process Primary Inclusion Panel Primary Head teachers Forum Secondary Heads Inclusion working group / Secondary Inclusion Panel development SIC Management Committee

3. Alternative Provision Vision - for pupils exhibiting exclusion risk factors Leading to: Reduction in the incidence of fixed term and permanent exclusions and increased attendance. A greater focus on support for pupils exhibiting exclusion risk factors. Increase in children and young people who are ready to learn, able to succeed in their learning and develop the skills they need to progress. Greater local accountability. Delivered by: Placing family working at the centre of support. A holistic approach to wellbeing with a particular focus on emotional ill health. Investment earlier on in prevention. Holistic, timely and efficient assessment of need. Greater local control over resources. A greater focus on transition work between phases. Reorganisation and diversification of the Alternative Provision pathways Increased local partnership working A devolved funding model Restructured and improved Local Authority Support

4. Alternative Provision Reform – Key points Pupils in AP as 1 of 4 groups neglected by the previous curriculum and accountability system and for whom attainment is an issue. Schools Schools to retain accountability for their pupils educational outcomes. Schools to take a lead role in commissioning AP provision, including when they have permanently excluded the pupil but the pupil has not subsequently enrolled at a different mainstream school. Schools to support AP providers to deliver a broad and balanced curriculum and high quality teaching by sharing subject specialists and facilities that smaller alternative providers would otherwise find hard to access. Schools will be responsible for the budgets from which AP is funded (post 2017-18). Local Authority So that mainstream head teachers can commission the right services, Las will retain a role in ensuring sufficiency of AP in their area. New, fair national funding formulae for schools, and for allocating HN funding to LAs for special educational needs and AP. Continue to allocate HN funding to LAs, given their central role for children and young people with SEND. These reforms will support LAs to perform their responsibilities for these C&YP and their parents, and for making AP. Partnership Continue to encourage innovative models of education, which is especially important in the AP and special educational needs sectors. Encourage high quality sponsors (including MATs) to meet the need for new AP through the free schools programme.

5. System Shift Our vision is for a smaller short stay PRU which means we need to commission (in partnership with schools) a broader range of provision for pupils at risk of exclusion bringing in expertise across the sector to allow our PRU to focus on the excluded pupils with the most complex needs. Year 1Stimulate and test the market through joint school commissioning (SIC engagement places, AP Network redesign). Exploration of the new AP provision. Continuation of commissioning arrangements for SIC to give the necessary stability to maintain positive trajectory. Development of SIC traded service offer as part of whole system approach to commissioning and accountability. Embed Primary Inclusion Panel and Implement Secondary Inclusion Panel Year 2Embed success achieved in Year 1 and continuation of market development. Further stimulate and develop the market through joint commissioning with a focus on localities. Spotlight on multi agency system change in support of pupils at risk of exclusion. Widening of commissioning range based on Y1 exploration (inc AP Network re commission).

6. Sheffield Inclusion Centre Commissioning Model 2016- 2017

7. Delivery Proposal Reconfigured Inclusion Support Service. Opening up of a at risk of exclusion pathway within the SIC jointly funded by LA and Schools. Resource to follow pupils at the point of reintegration. Inclusion Panels (Primary & Secondary) to provide widened accountability in the system, oversee and approve allocation of funds. Revision of school contribution for permanent exclusion places (£6K proposed).

8. Educational Psychology Service: Transformation From a traded to a centrally funded model A new service delivery model-more time in localities More direct contact with children/young people, parents/carers and school staff Shift to early help and assessments An emphasis on interventions and supporting change

9. Locality Service Delivery Weekly co-working with Locality SENCO’s and Early Support staff -Weekly Agree to Assess meetings -Quality assurance of MyPlans -Sheffield Support Grid moderation - Drop-ins for teachers/parents/carers Complex case work with: - C/YP at risk of exclusion -Children Looked After (as part of MAPS) -High Needs Learners Regular conversations with school SENCOs -collaborative planning/problem solving/sharing resources & ideas Assistant Psychologists and EPs delivering interventions Joint delivery of EP and Autism Team support Joint working with MAST, CAMHS, Speech & Language Therapy EPs conducting project work commissioned by the Locality and LA

10. Strategic priorities Social Emotional and Mental Health -PIP panels and preventative interventions for those at risk of exclusion -Future in Mind -Inclusion strategy Autism --Tracking C/YP progress and flagging/checking early signs of concern -Complex case work with EPs and The Rowan Outreach -Training offer to Localities Social Care - Fostering & Adoption panels

11. Financial Overview 2016/17 – Realignment of Inclusion Funding Locality funding for exclusion prevention and reintegration Provision will be developed across the system to support pupils exhibiting exclusion risk factors. The move towards locality funding is dependent on different financial and delivery models being established and embedded. We need to establish funding that can underpin this transition and which include revised charges for schools. Financial implications Implementation of EP service within a SCC Inclusion team from September 2016 which will require a reduction of £290k in the SIC budget to fund this change. A further reduction of £210k in 2017-18 would be required to fully fund this change Revised charges to schools for permanent exclusion provision. Access to at risk of exclusion places jointly funded by Schools and the LA.

12. Financial Overview - Implementing Inclusion Policy Current £2.2M High Needs DSG and £880K AWPU going into SIC to provide for excluded pupils. Educational Psychology traded service paid for by schools £2.1m for SEND support Re configured (3 year vision) Minimum £2.5M utilised to support pupils excluded and exhibiting exclusion risk factors. Made up of High needs DSG and contributions from schools. Risk of exclusion provision part funded at £500K per annum. Inclusion support service (including Educational Psychology Service) accessible for all schools funded by LA. £2.1M SEND support going into localities. Resource to follow the pupil including support for reintegration.

13. Decision Points Schools Forum are asked to note the work undertaken by schools and the Local Authority leading to the following decision points: To continue to develop the vision as outlined in slides 3-5. This will be achieved through the Primary Inclusion Panel and the Secondary Head Teachers conference (and subsequently the Secondary Inclusion Panel). Commission the SIC for 2016-17 based on the model outlined in slide 6. Realignment of funding in order to achieve a reconfigured Inclusion Support Service as outlined in slide 8. Agree the Primary Reintegration Protocol Further model the strategic framework for financing with the SIC and Heads teachers as outlined in slides 9 & 10.