Ethos / expectations
To promote a constructive climate for learning, a close working partnership and regular communication between the home base school and provider is essential. There must, therefore, be a named contact person in both the home base school and provider responsible for communication.
When an individual is considering a collaborative provision programme it is expected that organisations will support those students who have a realistic prospect of success on this route, in the professional judgement of staff who have worked with the students. Student engagement and competency are essential requirements but the fact that the programme may be taking place in unfamiliar surroundings must also be taken into consideration. It is crucial therefore that students and parents / carers have a clear understanding of the programme, that appropriate support and guidance has been given and that students are aware of the expectations and codes of practice operated in the provider.
Consideration should always be given to inclusion protocol when advising students to ensure equal opportunities for all learners, whatever their ability, age, gender, ethnic origin, religious belief, impairment, looked after status, sexuality, or social or economic background. All participating partners should pay particular attention to the provision made for, and the achievement of, different groups of learners.
Appropriate background information
Information about each student must be provided by the home base school for provider staff.
Promoting and rewarding positive behaviour
Positive behaviour should be recognised and praised. Discussion between home base school and provider about approaches to positive behaviour is essential and should inform how these will operate for students in collaborative provision. The named contact person in both the home and collaborative education provider will be responsible for communicating success.
Partnership working / managing concerns
Student behaviour is managed most effectively when all partners work together and present a consistent approach. It is essential that knowledge of policies and procedures regarding the management of concerns or poor behaviour is shared between the provider and the home base school, by the named contact persons. In addition, ethos and expectations regarding behaviour should be made clear to students at the point of induction (see Induction Protocol).
Students must never be excluded from provider premises and sent home without prior agreement of the home school. The school will contact parents (for safeguarding reasons). If parents are not available, the school will take responsibility for the student.
Early intervention is extremely important. Regular communication between institutions should reduce the incidences of poor behaviour. Incidents of poor behaviour should be dealt with by the appropriate staff at the provider.
Records should be kept by the collaborative education provider and communicated to the designated person at the home base school.
Serious misconduct includes:
In the event of serious misconduct the home school must be contacted as soon as possible, and the following procedures adopted:
(This protocol is one within a series of protocols and should not be considered in isolation. Protocols may be reviewed and are subject to change)