Include

Working to our include model, we have a track record of preventing social exclusion, both within and outside schools, and making a genuine commitment to and impact upon young people, their families and their communities.

At the core of our work is the belief that everyone has the right to access a mainstream education which allows them to maximise their life chances.

We have developed and refined our unique delivery methodology through evidence-based practice, robust data collection and reflective practice. The methodology addresses and tackles the social, behavioural and emotional barriers that may be holding learners back.

A balanced approach to academic achievement, behavioural modification and personal development progression is realised through:

• having small classes that are nurturing but that stretch learners
• using Cognitive Behavioural Approaches
• implementing a whole school approach to behaviour management.

This approach enables the development of project models that reflect the needs of young people, schools and local authorities, and which use education as a change management tool to improve the attainment, behaviour and life chances of learners.

The methodology used reflects key research interests, which include model design, behavioural management, cognitive behavioural practices and curriculum design.

Our schools and support programmes are targeted at young people who fall into high risk groups in all key stages, including those who:

• are excluded from mainstream schools or Pupil Referral Units (PRUs)
• are at risk of exclusion
• have a poor attendance record
• are currently underperforming and who are not expected to achieve 5 A*-C GCSEs
• are returning from out of county specialist placements
• are not in education, employment or training, or who are at risk of entering this category
• have complex social, emotional and/or mental health needs (SEMH)
• have special educational needs and/or disabilities (SEND)
• have an Education, Health and Care Plan (EHCP)
• are in care
• receive free school meals
• are within or have previous experience of the youth justice system.

We welcome referrals to schools from either local authorities or from individual schools and academies. Referrals are accepted for individual places, block contracts or frameworks. You can find detailed information about the referrals process for each school on their service page.

Processes are simple, effective and always designed to meet the individual needs or learners and ensure the confidence of commissioners in meeting contractual requirements.

Our referral process involves assessment and planning, enabling staff to develop a programme and an Individual Education Plan (IEP) which:

• meets the specific needs of the young person
• delivers a broad and balanced curriculum in line with the include framework for Key Stages 1 to 4 (5 to 16-year-olds).

Following a request for a placement for a permanently excluded young person, staff will:

• liaise with the key referrer to discuss the placement and support requirements of the learner
• set a clear timetable of data gathering from schools, parents and agencies
• ask the referrer to submit a completed Referral Form
• arrange a home visit with parents/carers and the young person to explain the educational offer, discuss expectations and responsibilities, and sign a pupil, parent/carer and school agreement
• produce a risk assessment based on the completed Referral Form and the home visit
• arrange an introductory visit to the school for the young person and their family
• agree an integration timetable with the young person, family and key referrer.

Staff work closely with families throughout the referral process to encourage engagement and support sustainable progress for the learner.

Due to the flexible nature of our services, individual learners can be integrated into a school at any point during the academic year. Continuity of education is important for every young person, to ensure inclusion and engagement. Our turnaround time from a referral to an include school being received to the start of provision for the learner concerned is only six days.

All learners have access to a broad and balanced curriculum that caters to their individual needs. It takes into account the current national curriculum and gives all pupils ‘experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education’, as required by The Education (Independent School Standards) (England) Regulations 2014 and the Independent School Standards (Wales) Regulations 2003.

A curriculum is provided through which all learners are able to see the relevance of the subjects studied to their own experiences and aspirations. The aim of all include schools and programmes is to provide a learning experience that offers all learners, regardless of ability, sufficient opportunities to succeed in their learning at the highest standard.

The curriculum covers seven areas of learning:

• Linguistic: Learners are supported to develop their communication skills and increase their command of language through the interactive use of listening, speaking, reading and writing. Lessons are provided in both written and spoken English.
• Mathematical: Learners are supported to make calculations, understand and appreciate relationships and patterns in number and space and to develop the capacity to think logically and express themselves clearly. Their knowledge and understanding of mathematics is developed in a variety of ways, including practical activity, exploration and discussion.
• Scientific: Learners are supported to increase their knowledge and understanding of nature, materials and forces whilst developing the skills associated with science as a process of enquiry, such as observing, forming hypotheses, conducting experiments and recording their findings.
• Technological: Learners are supported to gain skills that can include the use of information and communications technology (ICT), developing, planning and communicating ideas, working with tools, equipment, materials and components to produce good quality products, and evaluating processes and products.
• Human and social: Learners are supported to learn about people and their environment, and how human action, now and in the past, has influenced events and conditions. History and geography make a strong contribution in this area in include schools.
• Physical: Learners are supported to develop physical control, co-ordination and tactical skills, as well as the ability to evaluate and improve upon their performance. Learners also acquire knowledge and understanding of the basic principles of fitness and health.
• Aesthetic and creative: Learners develop skills concerned with the processes of making, composing and inventing. Art, music, dance, drama and the study of literature all make a strong contribution in these areas in include schools.

Each include school and service produces an annual curriculum statement based on these areas of learning.

A weekly timetable is provided for each learner of up to 25 hours per week.Following their induction, all students from Key Stage 1 to Key Stage 4 are expected to follow the full timetable.

• Key Stage 1 and Key Stage 2 learners (aged 4-11) study English, Maths, Science, History, Art, Music, PSHE, Citizenship and learning via activities.
• Key Stage 3 and Key Stage 4 learners (aged 11-16) study a range of subjects, in addition to English Maths and Science, which may include History, ICT, Business, RE, Art, Music, Citizenship, andPSHEE

At Catch22 include, we offer qualifications in:

English

• GCSE English
• AQA / C&G / NCFE Functional Skills in English
• AQA Entry Level Certificate English
• ASDAN English
• AQA Functional Skills in Reading
• AQA Functional Skills in Writing
• C&G Writing

Maths

• GCSE Maths
• AQA Entry Level Certificate Maths

Science

• GCSE Science
• AQA Entry Level Certificate Science

Other subjects

• GCSE IT
• C&G / NCFE IT
• GCSE RE
• GCSE Citizenship
• AQA Entry Level Certificate Geography
• AQA Entry Level Certificate History
• AQA PSHE
• ASDAN PHSE
• AQA Food Technology
• NCFE Creative Craft
• Vocational qualifications

Life skills and employment qualifications

• Gateway Diploma in Progression
• Gateway Certificate in Progression
• Gateway Award in Progression
• NCFE Making Progress
• AQA Preparation for Working Life
• C&G Employability & Personal Development
• ASDAN Bronze
• ASDAN Sports

Qualifications offered by individual Catch22 include schools may vary. 

Learner assessment is fundamental to safe and effective practice. By collecting and collating baseline data, staff are able to create accurate and stretching individual educational plans and qualification pathways for each young person. Learner progression is monitored continuously and reported on a six-weekly and termly basis.

A holistic multi-disciplinary assessment tool is used to ensure a systematic process of identifying the strengths and needs relating to a young person, in order to decide on appropriate further action.

Key Stages 1 and 2:
Baseline and ongoing assessments include behaviour risk assessments in accordance with the include SPINE programme (Supporting Positive Interventions in Education), Boxall Profiles, Vernon Spelling Tests, Salford Reading Tests, Phonics and teacher assessments against national curriculum and Early Years Foundation Stage (EYFS) levels.

Key Stages 3 and 4:
Baseline and ongoing assessments include behaviour risk assessments, Wide Range Achievement Test 4 (WRAT4) and Wide Range Intelligence Test (WRIT) assessments, BKSB Functional Skill Tests, and teacher assessments against national curriculum and GCSE levels. These can be supplemented with additional assessments where appropriate, such as dyslexia screening.

Following assessment, baseline information is generated and Individual Educational and Care Plans developed for each learner. From these plans, educational and personal aspirations, goals and achievements are defined and improvements monitored for each individual.

We have a comprehensive Quality Assurance Strategy, aligned with the Ofsted and Estyn Independent School Inspection Framework, which is reviewed and updated annually.

The strategy covers all include services and internal processes including feedback from clients, staff, partners and stakeholders. The system is characterised by continuous improvement of these services and activities through regular monitoring and evaluation.

The purpose of the quality assurance and evaluation system is two-fold: to ensure both regulatory compliance and clients’ requirements are understood and satisfied, and that their interests are represented as accurately and consistently as possible, and to improve outcomes for learners.

Particular emphasis is given to monitoring the quality of teaching and learning. A Senior Manager is responsible for monitoring the use of control measures, project self-assessment and development plans, as well as internal inspections and audits.

Using the comprehensive data collated (both baseline data and progress data), we are able to offer commissioners and schools in-depth and robust data reports on the progress and achievements of each individual they have referred and of cohorts of young people.

Reports can include information on demographics, attendance, behavioural progression, attainment progression, risk factors, offending behaviour, substance misuse (if appropriate) and destinations.

Staff complete a four module in-house training course which is accredited by the University of South Wales. This Level 4 Certificate in Working with Young People at Risk (Using Cognitive Behavioural Approaches) offers a rare opportunity for both internal and external staff to achieve a formal qualification in an area with limited formally recognised continuing professional development (CPD) courses.

Staff are also trained in Level 2 Educare Child Protection in Education and are aware of their responsibility to identify and report children who are at risk.

Catch22’s education services are committed to rigorous safeguarding and safer recruitment practices; ensuring that every individual within the organisation has been safely and appropriately checked.

We are committed to safeguarding and promoting the welfare of young people, in line with Keeping Children Safe in Education and Working Together to Safeguard Children. All staff and volunteers are required to share this commitment.

Safeguarding is achieved through sound policies, procedures and practice, good inter-agency cooperation and the recruitment and retention of competent, motivated employees who are suited to and fulfilled in the roles they undertake.

Our schools seek to redress potential power imbalances through active pupil involvement in recruitment processes, and thorough, coordinated working with partners, inclusive of statutory and voluntary organisations, agencies, and contractors.

Our schools ensure that all children receive services free from harm with their individual needs prioritised. This is achieved through a developed, effective safeguarding culture derived from legislation, best practice and aligned with Catch22’s values and principles.

Staff are trained in Level 2 Educare Child Protection in Education and are aware of their responsibility to identify and report children who are at risk.

Every school has a Designated Safeguarding Lead who is trained to provide support to staff, carry out their safeguarding duties and liaise closely with children’s social care teams and other services.