All referrals to Bradford District PRU are made through the Behaviour Support Service through the Inclusion Officers who attend the weekly BAC’s meetings or by placement from the Special Educational Needs Team. There are no direct referrals from the Admissions Team.
The majority of students placed within Bradford District PRU come from secondary schools and prior to referral for a place at Bradford District PRU students will have undertaken numerous interventions within mainstream school and many have had managed moves or short-term places at Aireview or Jesse St PRUs.
Some students are referred via the SEN Team and may have been previously placed in Ellar Carr PRU or from other Special Educational Needs schools from both within the Authority and from other Authorities when a student moves in the Bradford District.
Behaviour and Attendance Collaborative
For children and young people who have difficulties with their social, mental and emotional health, our Behaviour and Attendance Collaborative (BACs), both Primary and Secondary, provide a consistent way of managing the process of placement in the right setting to meet their needs. Each week, the schools and academies work together and meet to consider all possible options for those children and young people who are not coping in their current setting.
In partnership with the Local Authority, the BACs manage the process of assessing pupil and students’ needs and recommending placement within a wide range of provision. This includes working with the child together with his or her family to find mutually agreed solutions which might involve a move to a different school or academy or a recommendation for a period of time in one of our Pupil Referral Units or Alternative Provisions.
The BACs are committed to the following outcomes and targets:
- No school or academy judged by OfSTED to be unsatisfactory for behaviour.
- Reductions in persistent low-level disruption.
- Significant year-on-year reductions in the level of permanent exclusions, fixed-term exclusions and the exclusion of particular vulnerable groups.
- Significant year-on-year improvements in attendance.
- Improvements in the educational attainment and personal development of vulnerable targeted groups of children and young people.
In order to do this, the schools and academies will work together to take shared responsibility for the educational provision for all children and young people who live in the local community. In this way schools and academies will share good practice, support each other and commit to truly inclusive and personalised provision which meets the needs of each individual pupil/student. The schools and academies ensure that they will seek, provide and transfer information so that hard-to-place pupils and students are admitted promptly. The needs of children and young people are paramount in these processes.
The Collaboratives work in partnership with schools, academies and other Services of the Local Authority and do not operate on an open/self-referral system for families.
Bradford Behaviour and Attendance Collaborative
September 2007 was the start of a new approach in dealing with behaviour and attendance in secondary schools. Encouraged by the DfES (DCSF), secondary schools have formed three Behaviour and Attendance Collaboratives (BACs) which take greater responsibility for all pupils in a collaborative’s schools, particularly those with behaviour and attendance difficulties.
|Bingley Grammar School
Ilkley Grammar School
The Holy Family Catholic School
University Academy Keighley
Belle Vue Boys’ School
Belle Vue Girls’ School
Bradford Girls’ Grammar School
Bradford Studio School
Carlton Bolling College
Dixons Allerton Academy
Laisterdyke Business and Enterprise College
Oasis Academy Lister Park
St Bede’s Catholic Grammar School
St Joseph’s Catholic College
Samuel Lister Academy
Titus Salt School
Buttershaw Business & Enterprise College
Dixons City Academy
Dixons Trinity Academy
Grange Technology College
Kings Science Academy
Thornton Grammar School