The Induction Process

The Induction Plan will usually start with two planned visits to the school – these may take place outside school hours or at times when the school is quieter. The first visit is to introduce the young person to the staff and building; to share our expectations and New Learner information and as a first opportunity for the young person to ask questions.

The second visit will usually be with the Headteacher who will complete an Individual Pupil Interview. The interview takes up to 1 hour and aims to gain comprehensive background information. This process means that idiosyncratic detail often missing from formal assessment information comes to light and assists in informing the learner’s profile.

The areas discussed in the interview are:

• Previous schooling – chronology and transitions;
• Educational experience – relationships, teachers and extra-curricular;
• Difficulties and behaviour – triggers, patterns and solutions;
• Curriculum consideration – likes performance and qualifications.

Following these two meetings, the school staff will begin the process of gathering baseline assessment information. This will include information about the young person’s academic and cognitive functioning particularly in reading, spelling and maths; and about their social and emotional needs. This information will be gathered through formal assessment and informal
teacher assessment.

The baseline assessment data will be used to inform the targets for an Individual Education Plan and programme of study for the remainder of the placement at Branas School.

Each pupil is allocated a tutor group and key tutor. It is the responsibility of the tutor to support the pastoral needs of the young person, and to report to and attend any planning or review 12 meetings for that pupil. It is also the responsibility of the tutor to support the pupil to integrate with his peers within the tutor group, and to ensure that in the first weeks the pupil is able to become a valued member of the school community.

The pupil will follow the timetable for his group, learning in a small group setting where differentiation and inclusive practices are the key to helping them to re-engage in their education. Additionally, some pupils receive 1:1 intervention sessions during the week, to address their particular learning needs or help them to catch up on gaps in their previous education.