Teacher in an alternative education provision

[askawayy]

I teach in an alternative education provision for children who have been excluded from school or are at risk of exclusion, i have also worked as a community domiciliary carer in the past, ask away! If anybody finds this interesting !

Yes we do have some very bright children who's potential just hasn't been unlocked for whatever reason, children usually find their 'thing' such as mechanics or plumbing which we offer and some children are just better with their hands and thrive on that kind of work rather than academic work.

What kinds of outcomes are you typically aiming for in terms of GCSEs and other qualifications?

Can't answer for the OP, but I also work in AP. Our students do English Language, Maths and double Science GCSEs , plus two options (e.g. Art, ICT, Sports Studies...). Higher attainers also do English Literature. We also do Functional Skills at levels 1 and 2 in Maths and English, and Entry Level Certificates in Maths, English and Science where appropriate. We are a KS4 provision and most students come to us end of year 10/beginning of year 11, usually having been out of education for at least a term. We look at KS2 data and CATs to set targets. Our goal is to bring them as close as we can to where they would be expected to be had it all not gone pear shaped on mainstream. Realistically, we tend only to have two or three terms to do that. Still, if a child arrives with high targets, our expectations are that they will work and achieve at that level, and we work hard to fill the gaps left by disordered schooling.

Where do the pupils go when they leave? Do any go back into mainstream successfully, or do they all stay with you through to school-leaving sad and go to college/ employment?

What happens to those who aren't ready to move onto college or employment when they become too old for your provision?

Sad = age

Do you not think the money could be spent elsewhere like on kids who want to learn?

You do realize that it's largely thanks to people like the OP that the kids who want to learn, are actually able to do so?

Special units not only deal with the complex needs of children who have, well, complex needs, but they also ensure that regular classrooms are places where the "regular" kids are able to concentrate, learn and be safe.

No questions, OP, just respect and admiration. People like you do such a bloody difficult job!

I have a daughter who did EOTAS (education other than at school) via an AP
provider - she has been physically unwell to attend school for 4 years.

It isn't just children who have behaviour issues that need AP. My daughter does online education from her bed but none of her online classmates know that and she can be just a 'normal' school child for those few hours she manages.

We don't have many that go back into mainstream education as most kids often have a fear of it after having bad experiences and they say that they just cannot see themselves in a mainstream setting again. The child remains the responsibility of the referrer who decides if they will stay with us or move on to another setting, although we obviously voice our recommendations and that is hard when kids have settled in and are then moved. We don't offer GCSEs, only functional skills, so most kids who are deemed to have the ability to complete GCSEs will be moved on to a provision that offers them when they reach year 10 unless they and their parents specifically request that they would like to stay at our school and then a meeting is held with us and the referrer to decide if it is in their best interests to stay with us.

Some of the kids have been round a lot of other provisions before they come to us and some kids who we cannot manage safely will then move on to 1-1 tutoring in a library or at home.

Can I ask do your children generally not have EHCPs in place before they come to you or are they placed with you when the named school placement breaks down?
My own dd is out of school (for almost all of year ten so far and no prospect of her going back to school in September) in spite of having a SSEN/EHCP since before she entered nursery. We are going to Tribunal for a specialist school (independent).
Do you believe schools try hard enough to accommodate these children before they are excluded?
Dd was never excluded she has no behavioural needs she is refusing because of anxiety and ASD and unmet needs in school.She has a tutor five hours a week but remains traumatised and there seems no prospect that she will achieve the top grade GCSEs that she was predicted as any semblance of schoolwork spikes her anxiety and leaves her unable to function.

Many kids come to us with undiagnosed special needs such as dyslexia, autism and adhd that has been disguised as 'naughty' and 'disruptive' behaviour and has therefore never been investigated. We have some kids who are completely reluctant to write and are ashamed and embarrassed and are therefore 'naughty' to cover it up, very few who come to us have had any learning support in place in mainstream school.

We tackle these kinds of issues in stages though to build confidence, for example if a child doesn't like writing we will start off by the child telling us the answers and us writing them down on the paper for them and then working up to them writing for themselves. We offer virtually 1-1 teaching with a maximum of one to 3/4 depending on staffing.

I think that mainstream schools just don't have the resources to spend time on these kids and investigate what works for hem and accomadate them.

Yes I think a lot of it is down to resources and knowledge as well I think. Certainly for dd even with a good EHCP and funding for support there was very little proactive support and certainly no thinking outside of the box and a reluctance to make even minor adjustments. That coupled with the fact as she was able and caused no problems it was too much a temptation to syphon off her support to manage more challenging and less academically able students and so long term both dd and the other students lost out.

Yes, unfortunately your dd would be unlikely to be referred to a provision like ours as she is not disruptive and doesn't have behavioural issues that impact on other children, this is a shame as she sounds like she would benefit from a smaller enrichment where she doesn't become ''invisible'.

It might be worth a try if you already haven't and investigate what local ap's there are in your area.

So what should happen to these children, Bel?