Child Name

Child “A”

Age: 15

Referring Body

Cambridgshire County Council

Initial fact finding

Referral form

This gives us an insight to what has happened that had led to permanently exclusion, and passed history, makes us aware of professionals currently working with the young person.

In the case of Child “A” through the referral form that he had been permanently excluded due to being

·         Out of education

·         Young offender

·         Low self esteem

The current professionals working with Child “A” were:

·         Youth Offending Service MB

·         BD Education inclusion officer

The young person struggled with education, due to Dyslexia, ADHD but no formal diagnosis, and low self-esteem.

Meeting directors

As with all cases, a meeting with directors (Joanne and Dave) was arranged. The intention of these meetings is to introduce ourselves to the young person, and to assess the needs of the young person to enable us to match the right tutor with the young person. We do this by gaging the young person’s interest and this will be passed onto the tutor so then will be able to build cross curricular working to support engagement.

On this particular occasion MB of the Youth offending team member was also present, it was explained that education was part of a court order put on this young person.

When we first met Child “A”, he was unable to look any one in the face but kept looking around the room ensuring to miss any eye contact. Looking at the wall and completely disengaged.

MB then talked for Child “A” explaining his education experiences, and what had happened, then explained the situation Child “A” now found himself in.

During this initial meeting with Child “A”, he explained he did not see the point of participating in education, as he wanted to be a professional boxer; therefore, he did not see the point in doing any exams, his only concern was he was unable to become a professional boxer until he was 21, So his only interest was to get a job to get some money until he was ready to go professional.

Dave and Joanne explained we know what had not worked before with in his education, started talking to Child “A” about the work would be tailored to his interests and needs.

Things were made clear that this was Child “A” education, we could and would supply everything, but it was his choice if he wanted to engage and give education with 1-2 Achieve a chance.

Child “A” said he would give it a go but did not just want to do math and English, Child “A” was asked,’ what else would he like to learn about’, Child “A” said,’ getting his CSCS card and working on a building site as a plumber’.

DC and JC replied if that was something he was interested in working towards after leaving school, the tutor would be able to support with finding out about the card and what else he would need to work on a building site.

Directors talked about 1-2 Achieve and how they work differently to schools and other education providers, we listen to the young person and make every education experience individual per young person, and that is why it is important for the young people to speak up and talk to them about experiences of education and how would they like it to be different.

Implementation

Introduction to tutor

First meeting with tutor: Child “A” and tutor talk about aspirations; gaining a CSCS card and working on a building site with his dad.

However, Child “A” says he feels there is no point of education, He felt let down and not given the chance at school and spent most of his time that he was in school in isolation. He was excluded from that school and tried three days a week at CRC, however this did not work out, Child “A” says he was kicked out due to not moving seats.

Child “A” felt the staff did not like him and so would not listen to him.

He also explained that he would like to become a plumber, with this the tutor and Child “A” looked at what qualifications were needed and short courses online that were obtainable for Child “A” to complete during his sessions, and Child “A” was signed up to do an online course on gaining a plumbing starter course.  Looked up rules and regulations of working on a building site, alongside looking at risk assessments that would need to be in place.  Child “A” was very interested in this and was focussed and engaged throughout his sessions, even having an opportunity to create a risk assessment himself to see how they are formatted, wording used and how to score the risks.

Tutor

engagement

Child “A” said he had found previous

learning easy but when he mentioned this to the teacher, Child “A” felt he was not interested in him.

Child “A” timetable was agreed between him and the tutor. Including English, Math and including some plumbing course work.

Agreement made between tutor and Child “A” about the learning and expectations of either one from each other, Child “A” agrees to talk to the tutor if he finds anything too easy or if anything is difficult. Tutor repeated that Child “A” education was going to be led by him, work from the curriculum would have to be done but this would be led by his interest, he would also have the support of the tutor.

Directors would be popping in now and again to check everything was ok, but they could get the tutor to call them anytime if they needed to talk to them about anything, this could be about the work, he felt he was not getting things explained to him clearly for him to understand, or he just did not get on with the tutor, he knew and understood there was always support there for him.

Child “A” liked that he had a link to the directors who would talk to him and listen. Child “A” said, ‘Would you really come and see me if I asked you too?’.

The directors replied, ‘If you felt you could not talk to the tutor about something and you wanted to talk to us, yes we would come and see you’.

Curriculum selection

Child “A” was in year 11, final year of high school, however the emphasis was just to keep Child “A” engaged no matter what we could.

Child “A” was not put in for any exams as he had expressed, he did not want to do any.

JC and DC visited Child “A” and explained about moving forward whether he wanted to go and learn a trade, get an apprenticeship or just a job, math and English is what is now required by most employers or colleges if doing a course at college he would have to sit math and English to gain a pass.

JC said we would support Child “A” in providing him with all the knowledge he would need to have a go at his exams.

Child “A” thought about it and did not believe he could pass them, JC and tutor went through the assessment papers with Child “A” that he had been doing and showed him that he was very able to do these, but it was a confidence issue.

JC talked about all the support we would give him, and we could do a lot of practice regarding the exam papers, looking at format and how the students were expected to answer the questions, understand the questions being asked. Refresh on math topics to boast confidence and knowledge.

Child “A” agreed to give the exams a go and so JC arranged to talk to the EIO about getting Child “A” on role at a school so he would be able to sit his exams.

Child “A” was enrolled in a college, JC sorted out the exam papers with the college and the EIO that Child “A” had been practiced for and what exam boards. AQA – English, Pearson- Math.

The focus was on GCSE math and English papers.

Working through the questions building understanding of what the questions were asking him to do.

Exam flash cards were used for Child “A”, he liked this visual learning.

English was AQA exam board, so again resources and pass papers were used from this exam board to support revision and understanding of the questions and lay out.

Child “A” gained much confidence within himself, gaging eye contact, asking questions about the papers and had much input of the areas he needed to work on to feel more confident with.

Due to Child “A” educational needs, JC approached the EIO and the College to find out if Child “A” was able to have a scribe and reading support, along with any extra time to support him in takin his exams, the college due to no formal evidence of a diagnosis they were unable to put anything in place to support Child “A” during his exams.

This was explained to Child “A” who was very understanding of this, it did not deter his focus on his work he continued to work hard to ensure he was able to complete the exams without this help.

Framework and timetable

It was agreed with Child “A” that leading up to his exam’s education would be working on Math and English.

Exams agreed were Foundation Math and English due to Child “A” being out of school for so long, Child “A” was happy with this.

Pearson for Math and AQA for English.

After exams were complete, the tutor continued working with Child “A”, making sure an up-to-date CV was written for the application of the apprenticeship. Continued work on real life issues, earning money, budgeting, cooking, how to fill in application forms, re provisional driving license, bank account.

Conduct himself in an interview, practice interviews through role play. Child “A” gained confidence in learning these newfound skills.

Monitoring Impact and Achievement

Daily Milestones

These were filled in every day with Child “A”, to go over what they had covered in the session, but also what the next steps where with in his education, to fill in gaps on math topics, refresh on things he had learned but had not used for a while.

Child “A” had his voice on these sheets, so it was known how Child “A” felt about his education, any topic within math or English that he found difficult that he felt he required extra support on.

Child “A” stated that he found reading and writing difficult and would find it hard to do a substantial piece of writing.

Child “A” would score himself 5/5 for engagement during his sessions, saying, ‘Feel confident about math exam’.

Ac also said, ‘planned out cards for my speaking exam, feeling confident.’

Expressing he was more confident with his reading, commenting ’English reading and questions, good’.

This would also include engagement for every day, what work had been covered, Plans Child “A” and tutor had made for the next steps of education

Weekly Reports

These were filled in every week by the tutor, signed by the directors and sent to, schools, Local authority, Youth offending team, and professionals who needed to know about this young person.

This would contain engagement, anything Child “A” would say to the tutor that they felt was relevant to be passed on to other professionals.

On the comments coming back from these from the professionals was a notice of engagement to Child “A” education, self esteem had increased and re offending had decreased.

The YOT team were commenting on how well Child “A” has engaged with his education, how confident he has become, and they were happy to support Child “A” with making sure his early exams. They provided a member of the team to pick Child “A” up and bring him to his exams. The tutor would greet Child “A” before every exam to ensure he had everything he needed. Also, to be there after the exam to give Child “A” a chance to express how he felt it went and how he felt he had done.

The EIO can not believe the change in this young person and stated, ‘from not even wanting to participate in education to turning up to every session and then moving onto taking his exams is amazing’.

IAEP’s and other professional lead reviews

One of the management team would attend risk meetings, at the risk meeting, the risk was reduced to low/medium as there was no reoffending, everyone explained how confident this young person now was with himself and even the prospect of taking his exams and thinking of applying for an apprenticeship.

Education reviews, again a member of the management team would attend to express how well Child “A” was doing and talked about Child “A” plans moving forward beyond exams

This was also to ensure the view from the education side and to ensure the young person’s voice is heard and their input into the meetings where appropriate.

Overall Outcomes

Child “A” attended a good quantity of his sessions, he engaged in every session he attended and built up and positive working relationship with his tutor and the directors. He was very polite and respectful with all staff that worked with him. Gaging in eye contact when he was being spoken too.

Child “A” worked on Math and English revision in a very positive way and understood why he would need his English and math.

Every support was put into working on math topics that Child “A” found difficult to understand, when things were explained and shown to Child “A”, he would have a greater understanding of the topic.

JC talked to Child “A” about part of his English exam he would need to do a speaking, listening, and communicate. This would have to be about a subject that he could talk about for 10-15 minutes and had a good understanding of, then be able to answer questions on the chosen subject by the audience to build up a discussion.

Child “A” was a bit apprehensive about this at first, but when it was explained and that we would be moderating and conducting the exam, Child “A” was more relaxed about the exam.

Child “A” chose his topic on boxing; this was because he was very knowledgeable on the topic.

The tutor worked with Child “A” to prepare his cue cards and practice doing his presentation and Child “A” said,’ he had also practiced at home doing his presentation in the mirror and timing himself.’

Child “A” did his Presentation exam and passed very convincingly.

Sat both the Math exam papers and both English exam papers, he was so proud of himself that he had reached this point and was grateful for the staff that had worked and supported him to get to that point. 1-2 Achieve team expressed how proud they were of how far this young man had come, the college vice principal commented on how well Child “A” had managed his exams, ‘he turned up on time and conducted himself throughout his exams impeccably.’

The YOT team could not believe the outcomes of this young man, the positivity he was now presenting himself in moving forward and reducing his reoffending risk to low. They praised the 1-2 Achieve team on how closely we had worked with the YOT team to ensure Child “A” had everything he needed, and all working on the same song sheet and being consistent.

Texting Child “A” to ensure he was up, ready for education and on his way. Attendance sheet was sent to YOT and the EIO, so all knew Child “A” had arrived and was attending education.

Moving forward Child “A” is now on track to start an apprenticeship in flat roofing and waiting for his exam results. He is going to be attending a construction course at CRC a few days a week, this is to run along side his apprenticeship.

Child Name

Child “B”

Age

14

Referring Body

Cambridgshire on behalf of Havering London Borough

Initial fact finding

Referral form

We were able to see the young person was in a children’s home, had tried online learning, however, did not engage.

No school data of levels as the young person had been absent from school.

·          The young person had weekly CAMHS meetings to support with SEMH

·         identifies as part of the LGBTQ+ community.

·         Sees things differently to the rest of the world

·         Ed Psych assessment 18.10.21

·         Mental health impacting on behaviour.

·         Care Home staff will be present during all tutor sessions – constant supervision and risk assessment carried out by home.

·         Young person presents a risk to herself and others.

·         What was needed appropriate 1:1 education in the home, in order to meet mental health and safeguarding needs. Young person is unable to access a mainstream environment at present.

Meeting directors

This meeting was arranged with the young person, who at first did not want to participate.

1-2 Achieve staff, school staff and the home manager proceeded to meet, giving the young person the chance to come and join the meeting at any point.

Points discussed were risk assessments held by the home and were there any that 1-2 Achieve had to complete in order to keep young person and staff safe.

Placement plan and home paperwork regarding the young person was read, this gave an insight to potential triggers in behavior and more details of the needs of the young person.

Area of where education would be available.

How the young person interacts within the home and with other young people also living at the home.

The home manager, was very negative about Child “B”s education, stating that, she will engage for a few days then she will disengage. She only wants to do education as one of the other young people living in the home was having home tutoring. The home staff stated Child “B” will only do what she wants to do.

1-2Achieve, alliterated we are not school, that has not worked as Child “B” is in the position she is now.

School explains they cannot keep Child “B” safe in school so home education is the option at the moment but will be reviewed half termly to monitor progression and to get an understanding of how Child “B” is finding/ feeling about things.

The meeting today was with JC director and the tutor, we felt that it would be an important step for Child “B” to meet the tutor while other professionals were around, this was so the tutor could hear as many details as possible and ask any questions she felt needed to be answered.

It was clearly stated that 1-2 Achieve staff should have a brief hand over on arriving at the home every day, so mood and what events if any had happened around the home that could disengage Child “B” from her education. If any appointments were made 1-2 Achieve staff needed to know and they would move education to suit Child “B”s day.

The home agreed with the plan moving forward with Child “B” and the school had the IAEP which we signed and was returned to school.

All professionals were in the dinning area when Child “B” decided she wanted to come through and say hello to everyone and meet her tutor.

Implementation

Introduction to tutor

Child “B” and her tutor talked in the conservatory, which was to be her area for education sessions.

They talked about her love for animals and Child “B” introduced the tutor to her baby rabbit. Tutor asked about how Child “B” felt about her education and Child “B” told the tutor she wanted to be a paramedic, they also talked about what Child “B” liked about school and subjects she liked and disliked. Tutor thanked Child “B” for coming down to say hello and meet her, and that she was looking forward to working with her.

Child “B” was excited to get her education started and was looking forward to her tutor arriving the next day to get started.

Tutor initial engagement

Tutor arrived and Child “B” was downstairs ready for her education.

Tutor praised Child “B” for being ready to engage with in her education, Child “B” was very polite and helpful giving the tutor a tour of the home showing her where everything was.

Child “B” was happy talking about how she would like to see her education lead too, returning back into mainstream school.

Child “B” and tutor worked though some get to know about you, activities.

Set a timetable of how the session would run, ensuring there was time for breaks.

Child “B” worked with the tutor to create and IEP for smart targets that could show how Child “B” was working on and when she reached the targets and how long it took her, this would be reviewed at the agreed time frame with Child “B” and her tutor, before setting up the next group of smart targets.

An agreement was written up with Child “B” and her tutor, so it was clear of the expectations of the student and clear expectations of the tutor.

This could be used to refer back too so to remind Child “B” of their agreement. This was also to encourage Child “B” that if she found anything too hard or easy, she would be able to let the tutor know so she could either scaffold the work more or take a break and change the activity.

Curriculum selection

The school had asked for math, English and science to be getting started with, subject overviews were sent to 1-2 Achieve so they could follow what Child “B” year group were doing so the tutor could adapt the work to meet the needs of Child “B” learning.

The tutor explained to Child “B” that it would be English, Math and Science to start off with but could be changed, Child “B” agreed with this as she knew that she was at the point where she would be looking at options to study for GCSE, Child “B” wanted to do well in her exams.

The tutor and Child “B” worked through the school’s website to see what subjects she could pick for her options, looked at what was entailed during the course work and Child “B” was happy with this.

Framework and timetable

 learning was built up of paper base, textbook, online resources, and also practical activities to enhance learning, which Child “B” really enjoyed completing, showing everyone in the home.

Monitoring Impact and Achievement

Daily Milestones

From the beginning on attended sessions Child “B” wrote on the daily milestones, that she was enjoying her education, and was able to work with the tutor to work on education for the next day in the next steps so it was clear what they were going to be doing, so Child “B” was clear and not anxious about the session the next day.

Child “B” had quoted,’ I did all my learning, and it was fun’.

Through this Child “B” voice was able to be heard, she stated that, ‘I am more confident with Fractions, science is amazing, and it was about teeth, and I like finding out about teeth, and I now know that in writing there are different types of sentences.’

Weekly Reports

These were received by the school and the local authority who kept in close in touch with JC from 1-2 Achieve. It was clear of what Child “B” had been working on, and the levels of engagement were improving to 40%

EIO would comment on how well Child “B” was engaging with in her education sessions, and her subject covering was fantastic.

School commented, ‘very surprised at the level of engagement the tutor had managed to obtain from Child “B”, 

IAEP’s and other professional lead reviews

A member of the 1-2 Achieve management team would be on the meeting, ensuring everything was in place and the young person had support to also be on the meeting, the tutor would work with the young person to get their views and wishes moving forward with her education. This was important as the young person did not like attending the meetings.

Overall Outcomes

Child “B” was a very polite young person who had a lot of traumas in her life, being taken away from her family, and her friends to live in a children’s home, with other young people all having their own issues.

 1-2 Achieve staff and school staff worked together with the local authority to provide everything Child “B” would need for her education. The home was not so supportive. Not ensuring Child “B” was up and had breakfast before the tutor arrived at 09.00, this would then lead to Child “B” not responding and not coming down for her full education session, then lead to Child “B” not engaging and missing out on her education. before our involvement engagement was below 20%. Child “B”s home telling Child “B” to attend all her education sessions, or she will lose Wi FI turned out to be counter productive as this only fueled conflict between Child “B” and the home care providers.

The tutor arrived everyday and ensured Child “B” knew she was there for when she was ready to come down and engage within her education session, as she was not always up and ready to engage with her tutor.

Child “B” expressed that she finds it hard working in the house where she lives, as she is there 24/7 and would like to try and leave the home to go and do education somewhere else away from the home then it would feel like she has left the home for education like every other young person does. It was explained to Child “B” by her tutor that at the moment to keep her safe it would have to remain in the home, but that it was something that could be bought up at her review meetings for discussion. Child “B” said she would like it talked about and if she could not say it could the tutor say it for her as her wish, the tutor agreed this with Child “B”. Child “B” stated,’ Over the last 2 weeks, I have been thinking that I would like to widen the subjects I study because I am getting concerned about choosing my GCSE options, and I study the same 3 subjects every day. I feel this will make my education more interesting as I’ve been getting bored. I spoke to Emma and Amanda, (tutors) and they said they would pass my wishes on. If I do more subjects, I won’t get as bored, and my engagement will improve even more.’

The tutor along with other professionals attended the meeting for Child “B” and Child “B” was there but did not want to speak or even come on camera, so the tutor said she had spoken to Child “B” and had talked about her wishes and feelings, Child “B” was happy this was able to happen as she felt her views would not been heard otherwise .All professionals said thank you for Child “B” input and that it would  be something that could be looked into.

Some days there was disengagement with Child “B” from her tutor, however the tutor arrived and remained on site in the education area for the duration of the education session, and tried to talk to Child “B” through the door, sending work up for her to complete in her room, asking her to read a section of her book, even offering her a cup of tea and a chat to try and engage Child “B”. The tutor also said if she did not want to work but just wanted chat or even play a game that was ok, she was happy for that, but some days Child “B” just wanted to be in her room on her own.

It was explained to Child “B” that to go back to school she would need to up her days of attendance, EM explained that the staff from the home do not always get her up, or the home have taken the WI FI away from her for the day before issue. The tutor explained that education was something she wanted, it was up to her to make sure she was up and ready to engage, this would happen with certain staff on shift, as Child “B” explained there was some staff that she did not like and did not get on with.

Child “B” mentioned that she understood she had to do math, English and Science but she was getting bored of the same subjects even though the topics within the subject were varied. Tutor discussed this with Child “B”, who wrote it all down and passed onto JC from 1-2 Achieve, who then discussed with the school and local authority, it was agreed that other subjects that Child “B” would like to look at could be introduced into her daily sessions. This was welcomed by the local authority and the school and when Child “B” heard the response, she was happy that she was listened too and with her tutor began to look at other subjects.

Within the home things happen, this being another young person not having a good day and distracting others around the home, a young person venting and swearing around the home.

Young people getting on with others in the home and others getting left out. This would show through levels of engagement of Child “B” within her education, as Child “B” did not get on with all the other young people in the house all the time, but she found it difficult to regulate herself and would sometimes self-harm, needing of hospital medical support/care. The tutor was available to attend the hospital to give a familiar face keeping the attachment, of not just being there for education, I will be there to support you, but it was felt by the home that was not a good idea.

During Child “B” time with 1-2 Achieve, her engagement had improved to 82% from below 20% this was a massive improvement and Child “B” was very proud of herself, however Child “B” had other issues going on in her life and after the half term holiday we had a call to say Child “B” was not at the home but in hospital awaiting assessment before being released.

It was later passed on from the school that Child “B” was to remain in hospital and would not be released back to the current care home but would have to wait till a specialised unit was available to support in managing her mental health needs.

Education update at time of leaving 1-2Achieve Ltd education.

English:

Child “B” enthusiasm for English is variable. She much prefers English Language to Literature, focusing on SPAG and reading comprehension exercises, and her strength lies here. With Literature, Child “B” tends to be initially interested as the story unfolds, however once a text is explored in any detail, she loses enthusiasm. She is in the process of plugging gaps in SPAG and works well, although her studies of Blood Brothers and Frankenstein have been hindered by her loss of interest after a short time.

Math:

When Child “B” began her education sessions with us, she found the subject difficult and would not look forward to lessons. However now, Child “B” now enjoys maths and is particularly pleased when she has grasped a new skill or knowledge base. Sometimes she finds the subject challenging, particularly when trying to grasp abstract concepts such as algebra. However, she tends to persevere, and asks pertinent questions to improve her understanding.

The gaps that exist in her education are steadily being filled, and it is my belief that she will perform best in this subject.

Science:

Child “B” is most engaged in science, out of the 3 subjects. However, this is with a heavy focus on biology as she would like to be a paramedic. When presented with chemistry or physics, her engagement drops. This subject, out of the 3, lends itself best to practical activities, which enhances Child “B” interest as she is a visual/hands on learner. Her interest in biology is such that she will sometimes borrow books to read in her spare time to enhance her knowledge. So, whilst she shows good engagement for biological topics, she has large gaps for other aspects

We were approached by a telephone call requesting support for this young person, who had been excluded from the school for behaviour reasons.

Referral form was returned to us with just the need-to-know information, very minimal, one thing that stood out was, Child “C” can engage very well but struggles with image in a group environment.

Upon arriving at Child “C”s home, we were met by, (Child “C”s mum). She was pleasant but visibly stressed, she commented “are you the tutors, he said he isn’t doing it, I don’t know what to do with him he got back at around 2 0’clock this morning, and he had drunk a bottle of my baileys that was in the fridge”.

Child “C” then appeared from the kitchen in jogging bottoms and a t-shirt, he was also visibly stressed, argued that he had not drank her baileys and went straight into the living room where we joined him followed by mum, and started our introductions.

As we started introductions, mum explained the issues Child “C” has suffered explaining that he has no respect and does not listen. she continued that he was suspended because he had been rude and sworn at teachers, smoked cannabis in the toilets and had not been following instruction, he knew this was his last chance with the school. Child “C” said that he had been rude and sworn at teachers, but the school had accused him of things he had not done.

Shortly after starting our introduction, Child “C” looked out of the window and said, “what’s he doing here the lanky ****, Child “C” became more destressed and angrier,” Child “C” was referring to his young people’s worker, who had just arrived at the home.

On entering the peoples worker asked Child “C” if it was ok to talk with him in front of the tutors, Child “C” said it was ok. The peoples worker went through the events of the last few days, as he heard about them the previous day. Including the fact, he had been reported missing from home, and the underlying consequences linked to his actions. Child “C” said, he did not know why the Alternative provision he attended had excluded him for 2 weeks, as there were other children there who do a lot worse than he does. They had accused him of things he had not done e.g., The young peoples worker said, he had been told Child “C” had lifted a manhole cover and put stuff down it, but Child “C” completely denied this was him.

Child “C” wanted to make the point that he did not feel that he should be grounded, as he had been excluded from school, which he felt was his punishment, but his mum had grounded him, which was a second punishment for the same thing. This was a big trigger point for Child “C”, and his mum as every time it was mentioned argument between them ensued. Child “C” felt he could not stay in the home as all him and his mum did was argue and he needed to get out and meet his friends and girlfriend to calm down. Child “C”s mum said that she was done with him and she was going to continue to report him missing every time he left the house as he is still grounded, has no respect for anyone, he spends nearly all his time at home in his room, so how can they always be arguing because she does not see him, and he should clean the s*** hole of a room up because she has been telling him to do it for ages.

The peoples worker and DC tried to explain that the arguments were not getting anyone anywhere, was there any way things could be talked about and maybe a review date into being grounded to try and limit the arguing so there was a way forward, as when mum was asked how long it was, he grounded for she replied as long as I say.

After around an hour mum and The peoples worker left the room, mum said again at this point “that’s it, I’m done with him” Child “C” was visibly upset and angry, DC and JC speak to him around how he felt about education, he explained that he wanted to return to The unit, DC explained that while he was struggling with his behaviours and lack of engagement he may find this hard, DC and JC asked what he felt was causing his anger and what he felt helped him when he was angry, Child “C” explained that when he is wound up he just wants to be left alone away from others until he is able to calm down, he said when he was at school he got wound up and then teachers kept asking him if he was ok and kept trying to talk to him which wound him up further and this is why he lashed out and was rude. Child “C” explained that all he wanted was to be left alone but they just kept trying to get me to talk.

DC and JC asked Child “C” if he had any other brother and sisters other than his little brother who was there, he explained that he had 4 siblings, one older brother who is at University in London, a sister at 10yrs and a young brother of almost 2, JC asked if the older brother still lived with them, Child “C” explained that he left to go and live with their nan when he was 12 because his mum could not cope with him.

Child “C” also explained that he did not get on with his mums boyfriend, saying her boyfriend was a sniffer, insinuating he snorted drugs, DC asked Child “C” if he had ever used drugs, Child “C” explained he had only used weed to chill himself out, DC and JC asked what made him angry, HB said he did not know, he said that he likes going to school and is happy when he gets there but as the day goes on he gets more and more wound up.

It was obvious that Child “C” was very upset and not ready to engage in education as he did not get home till past 2am, the early morning visit from the police who completed the return home safe and well interview, on top of the visit from the peoples worker and the constant interjection and arguing with his mum, in addition to this he was also worrying about the visits from the police and other professionals that were happening later this afternoon, The peoples worker also explained that as social care were involved unless he asks for him he would not see him any more.

Obstacles encountered during first meeting:

·         Out to 02.00am

·         Consumed alcohol (This was said by mum, although Child “C” denies that he had any alcohol, however there was no evidence he had)

·         The peoples worker, arrived 10 minutes after tutors interjected with Child “C” for more than one hour, this left Child “C” negative mood and unable to focus and engage in education.

·         Number of professionals had been arranged in heist for today following last night behaviours, Child “C” was worried and distracted, because of these meetings and uncertainty of the outcomes.

·         There was an obvious issue between Child “C” and him his mum with continued arguing; this causes distraction and the ability to focus.

Not with all this going on was it possible for Child “C” to focus and interact properly in education. Therefore, we offered pastoral support for Child “C” today and set out a framework for Child “C” education going forward.

Child “C” had a lot of professionals coming to the house, re school, youth worker, a social worker, and the police, over the last few days. So, JC and Child “C” talked about how he was feeling about things and if there were any questions about anything that had happened over the last few days that he did not understand, he just needed to ask we would try and find the answers for him.

Child “C” just wanted to talk about his family, school, his older sibling who did not live with them.

Talked about school and the leading up to him getting excluded, for two weeks, due to dangerous behavior.

Child “C” was able to talk about things he liked to do, see his mates, listen to music, and just hang about with his mates.

Child “C” knew this education was to cover while he was excluded from school for 2 weeks.

A timetable was drawn up for math and English, expectations were set out clearly

Even with all that was happening around him at home Child “C” was a polite young man, who would like to have banter with the tutor, he was always up and ready for his education session.

Child “C” would given the chance everyday to talk about the days before, and events after the tutor had left, other professionals that had been round to the home etc.

Child “C” talked about things at school, his triggers and how he would then like to be supported, tutor understood this.

Tutor said we could support you in writing a letter to school stating how you would like to be supported in school, so working with the school as to them writing things down and talking to him about them, and what support the school could be put in place.

Subject we were asked to cover from the school were Math and English, for 2 hours per day 5 days a week.

Child “C” was excluded from school for 2 weeks; the school had not sent anything over regarding Child “C”s levels or subject overviews. So, 1-2 Achieve worked on baseline math and English to establish a starting point for Child “C” to begin his education on.

It was not until the second week was halfway through and after many chases up was the subject overviews were sent over from the school, however Child “C” was not interested in what they had sent.

1-2 Achieve did mini assessments to find gaps within Child “C” education and started work on filling these gaps, especially in English.

Timetable was created included Mental as well as written math work, Spelling, grammar, and punctuation alongside the main English part of the session. Reading was also added to the timetable.

Every day Child “C” would fill in a session evaluation sheet, this would have what work had been covered in the session, were targets met and the level of engagement. This would also include how the tutor thought the session went and the young person’s voice.

Child “C” would always say, ‘Thanks’ on his forms’. HB did like having a tutor to teach him at home.

Child “C” would also know what would be happening in the session tomorrow and reminded of the expectations.

Child “C”, ‘you got me to work more than school ever has’.

Child “C” reports went to the education unit, for them to see what work he had covered but also and obstacles that had occurred and what support had been put in place to help Child “C”.

School just replied, thanks for this’.

1-2 Achieve were not asked to take put in these due to us not working with Child “C” for only a short space of time.

However, we supplied reports that went to the school, but if any additional information was needed the school just need to contact us with a full outline of what they needed.

Child “C” was up and ready to engage in his education. Talked about what is a myth and a legend. Read a text on mythical creatures, Child “C” was able to discuss the creatures and give his view about the creatures.

Child “C” was very able in quick recall of his times table and working on the inverse of division, Child “C” enjoyed working on his math. Police called round to the house halfway through wanting to talk to Child “C” but as he was having his education, they said they would come back after JC had left. Child “C” said he did not know what they wanted to talk to him about, this however unsettled him as he had no idea what they wanted, JC gave HB the chance to talk about things and get them out in the open, his mind was else where so was not trying to reengage at this moment.

Child “C” apologised for talking all the time, but it was really stressing him that he didn’t know what they wanted. JC told Child “C” it was fine and that he needed to talk, and she was happy to listen to him if that is what he needed.

Child “C” talked about the police visit of the day before, Child “C” said they were asking just random questions, however mum felt they were trying to get to something, fishing for information.

Child “C” started his work of finding a fraction of number, Child “C” needed some support to work these out but soon got the hang of it and was able to continue on his own.

Played countdown math’s working the calculation out with numbers given and to a time limit, Child “C” enjoyed the challenge and was very competitive.

Did countdown Letters, Child “C” found this a bit more of a challenge, however still had a go at finding words.

Read aloud a text on an ‘Air Raid’, was able to answer the questions using the text to refer to, found the writing ‘long’ but persevered and completed the task.

Mum explained Child “C”s girlfriend had gone missing from care yesterday and she had the police there looking for Child “C” girlfriend, there she was, and the police had to take her back to the police station until the police were able to take her back to the care home. JC explained to Child “C” the impact on her what with her being in a care home setting, losing privileges, and people she can associate with outside of the home.

Child “C” engaged in his math’s, starting on rapid recall times table to support fluency.

Working on a group of numbers and a total and timed to work out the calculation he could make. Child “C” enjoyed the challenge. Worked on a revision activity, mean, mode, median. Once went through its Child “C” remembered what was meant by the question and continued.

mum said that Child “C” would have a young offender’s officer coming to see him first thing tomorrow morning (Friday)

Started with English Looking at different types of vocabulary, working on a vocab check-up activity. Child “C” needed some support with this just to ensure he understood what was being asked of him. Worked through Smiles, verbs, adjectives, and homophones.

Child “C” asked to play countdown challenge again, the math version, which we did. He talked about returning to school and that he will just be quiet and get on with what he needs to do.

Played some math countdown, then did mental math operations quiz on a white board. JC received a call from Child “C”s school to ask about 1-2Achieve policy on working on our own with a child, JC said that we do ask for an adult to be always there but did point out that a couple of times mum has been at playgroup with the youngest sibling, and was on her own for about 20 mins, which mum said she was happy with and was only across the road. The school then told JC that for own safety do not be in the house on own with Child “C” but could not give any other information. So, on this day mum had to take the youngest one to the doctors and the appointment was 11.40 and mum left the house at 11.30 as she had to go to the shop first. JC stayed in the house just finished what work Child “C” was doing at that time and left at 11.40 after the conversation with Jenny JC felt it appropriate to leave the house as soon as could.

JC arrived at the house and the young offender’s officer was there so asked to wait till he had finished (about 10 mins). He left and JC went in, and Child “C” started talking about what he had been talking to the YO about, saying he needed to talk about a case that had been dropped as it was a first offence.

Child “C” talked about that he had heard his mate was saying things about him at school. Child “C” told JC his girlfriend had a meeting with her social worker, and they are going to sort it out that she can go to his house under mums’ supervision, but checks needed to be done on his mum first. Mum said she is willing to do that for him, but he needs to engage in his education at school.

Child “C” said so much has gone on over the last day or so and his brain was just not in it today, Child “C” needed positive praise and encouragement to complete today’s session. He worked on his English vocab with tutor going through what he had written down.

Math, worked through a mental math assessment. After a tricky start Child “C” turned it around and engaged and completed all his work.

Every morning Child “C” was up and ready to engage in his education when the tutor arrived, asked Child “C” how he has been and what has he been up to, as he was going to support a friend make a music video.

Tutor found Child “C” very open and honest, he tried to shock to gain a reaction of things he had said he had done but no response was given, and this wore off.

Child “C” and his mum relationship was very torte, arguing a lot with police involvement and Child “C” not being in school. Tutor also talked to mum and Child “C” so they could have a conversation without it turning into anther argument. This would be about him being grounded, there was no review date or even a review going to made on this so when he asked how long for, mum just replied,’ as long as I say,’ which to Child “C” there was no way forward, so what’s the point in trying, when talked through mum understood this and saw Child “C” view. Child “C” would bring up about mums’ boyfriend not liking him and just wanted to be out of the way, as he felt mum all ways took mum’s side.

JC thanked Child “C” for all his hard work over the last week and wished him good luck in returning to school.

Child Name

Child “D”

Age

15

Referring Body

 High School supported by Cambridgshire

Initial fact finding

Referral form

On reading the referral form we found out that Child “D” had been in hospital and was unable to continuing to go to mainstream school, due to being fed through a tube, and regular medication having to be taken throughout the day.

Child “D” would get tired very quick and so home tuition would be used while Child “D” was recuperating from her surgery.

·         Long term illness requiring hospitalisation and recuperating at home.

·         The learner has set times for food and medication which have to be adhered to. Regular feeding times 4 x per day due to illness

Child “D” would only be available for education daily 12.00 to 14.00,

Home education was just being filled in till she was well enough to return into her mainstream school she attended.

Meeting directors

On this occasion, JC and DC met EIO BD, with Child “D” and her mum at the family home. Both mum and Child “D” explained about Child “D” not being able to attend school.

EIO explained that he had been in contact with the school and due to Child “D” not being able to attend school at the moment due to a medical condition, home tutoring would be put in place to support Child “D” and the family in keeping Child “D” as much as possible up to date with her peers at school.

JC and EIO talked about work being supplied by the school with textbooks, and the tutor would work through with Child “D”.

It was explained to Child “D” if she felt unwell or needed a break, she was to let the tutor immediately and they would stop for as long as she needed too.

JC and DC would maintain well being checks with Child “D”, checking how things were going, and was she happy with everything, anything she needed. Also check in with the family to ensure everything was still ok, however if they needed to contact us they could through the tutor or EIO.

DC asked if there were any questions that Child “D” or parents would like to ask, before we left.

The family were happy with everything that had been put in place to support Child “D”.

Implementation

Introduction to tutor

Child “D” meet her tutor and they got on really well.

Expectations were set, along with a timetable as with in the 2 hours allocated Child “D” needed to fit Math, English and Science in the session, at the school’s request.

Tutor explained it was not a problem if she was unable to complete all the subjects within the sessions, also if she needed to have a break it was important that she told her tutor.

Tutor initial engagement

Tutor and Child “D” went through Math and English to look at the areas Child “D” feel she needed the most support in to get started with, Child “D” said areas of math is what she would like support with to get started.

Child “D” explained English Macbeth book she had was confusing as she did not understand the ‘old English’ that it was written in.

This was discussed with the tutor who broke the topic down to make it clearer and easier for Child “D” to understand.

Curriculum selection

As Child “D” was coming to the end of year 10, planning to go into year 11 it was appropriate to work on English, Math, and Science GCSE revision.

Different resources were sourced to support Child “D” in her revision, books, paper base passed papers and online resources.

Framework and timetable

Work from the school was supplied to Child “D” and her tutor to look at and start going through, the same as her peers were doing in school.

This was to ensure Child “D” did not fall behind from her peers at school and so on her return to school would be around the same stage as her peers.

Monitoring Impact and Achievement

Daily Milestones

These kept the school and local authority up to date with Child “D” work progress and showed she was following the schools GSCE revision work that had been sent to the home for the tutor to use in supporting Child “D”.

Child “D” said, ‘enjoyed today’s session.’ Most days.

Weekly Reports

The school and local authority were sent these to evidence Child “D” work that had been covered and by using what resources.

School was happy with the level of work Child “D” was producing.

IAEP’s and other professional lead reviews

The EIO and member of the management team would be on all meetings, this is to gather up dates on Child “D” medical condition and doctors’ recommendations of her returning to school.

monitor her progression with her work and to get her views on how she feels her education was going, was there anything she needed or anything that needed to change.

Overall Outcomes

Child “D” was a model student, her illness did not stop her wanting to learn and completing tasks, due to being fed and having medication through a tube Child “D” became very tired, some days she would take a break and others she was happy to carry on but at a much slower pace.

Child “D” found English Macbeth quite difficult cause of the old language, however she talked it through with the tutor and a plan of watching the film scene by scene while also reading the book, gave her better understanding of what was meant by the words that was said.

Child “D” enjoyed using different resources to support her learning, especially online resources as she said in school, they would not be able to do that as much.

Child “D” confidence grew and she was very open with her tutor about understanding the work, and that it is ok to ask for some help with things we do not know or understand.

Child “D” expressed she was very excited to be returning to school after the summer holidays, however at the last meeting on the last day of term, KK mum said they were waiting on confirmation from the doctor from the hospital  if she can return to school, as Child “D” will still need to carry on with medication during the school day, likely to still get tired, and mum was also concerned about her managing a school day.

EIO has asked 1-2 Achieve to keep a place for Child “D” for after the summer holiday until we get confirmation that Child “D” is ok to return to school full time. Which we have done, and awaiting confirmation from Child “D” mum and EIO BD.