Pupil reintegration team

The pupil reintegration team

The pupil reintegration team are a service to support schools and children that are experiencing challenging behaviour and emotional based school avoidance (EBSA). We promote the inclusion of vulnerable young people and help to reduce isolation and exclusion from school.

We support head teachers, schools, parents and other agencies working with pupils who are at risk of permanent exclusion. We offer guidance for schools and governors, and best practice solutions regarding behaviour management, developing efficient management systems, encouraging good practice through partnership working and reducing the incidences of disruptive behaviour and exclusions. We will support at pastoral support plan (PSP) meetings and subsequent meetings up to and following a permanent exclusion. We also offer training for governors around exclusions.

We provide early intervention and support and are responsible for ensuring that pupils, who have been permanently excluded from either a Lincolnshire school or school from other local authorities where the pupil resides in Lincolnshire, are placed in appropriate, alternative educational provision (AP) from the sixth day of their permanent exclusion. We support schools and families by providing advice relating to legal processes, following a permanent exclusion, including pupil discipline committee meetings and independent review panels.

Further guidance on promoting positive behaviour in schools and the government website regarding behaviour in schools support for headteachers

See our school attendance page for more information

We also support head teachers, schools, parents and other agencies working with pupils who are at risk of EBSA. We offer a wide range of support to schools in relation to EBSA and there is an EBSA pathway in place to enable schools to implement robust whole school systems as well as individual meaningful support to remove the barriers that cause EBSA. EBSA caseworkers are able to support with identifying signs of EBSA, offer consultations, training and advice, share good practice, guide through the implementation of thorough and meaningful cycles of assess, plan, do and review and signpost to alternative agencies for advice and information. Further information about EBSA and the EBSA pathway

The Lincolnshire ladder of behavioural intervention

The Lincolnshire ladder of behavioural intervention has been developed with schools for schools and outlines what schools, using good practice expectations, can do to meet the needs of pupils whose behaviour is challenging.

The ladder comprises several steps -

whole school approaches – initial steps
- at the foundation of the ladder is the creation of a supportive, relational school culture
- this involves embedding positive behaviour strategies throughout the school, from leadership to support staff
- schools are encouraged to implement relational behaviour policies, teach learning behaviours explicitly, use co-regulation plans, and maintain regular training
- building strong relationships, auditing current behaviour systems, and maintaining consistent practice are central to supporting most pupils effectively without requiring further intervention
identifying factors – next steps (assess)
- when whole school strategies are not sufficient, the next step is to identify any underlying issues affecting a pupil’s behaviour
- this includes conducting literacy, speech, and behaviour assessments, screening for mental health concerns, SEND, or trauma. early help assessments and input from parents or carers are also key
- tools such as the behaviour risk screening tool and communication checklists are recommended to guide effective, evidence-based assessment and support planning
early intervention – (plan, do)
- if concerns remain, structured interventions are put in place, often in the form of a pastoral support plan (PSP)
- these are collaborative, SMART-targeted plans tailored to the pupil’s needs
- support may include mentoring, therapy, or targeted teaching strategies, and should be regularly reviewed
- early involvement from the pupil teintegration team (PRT) is encouraged, and schools can apply for funding through PSPs to access additional support such as sensory resources or specialist therapy services
targeted involvement – further steps (do, review, assess)
- for pupils with complex or persistent behaviour concerns, targeted agency involvement (such as BOSS) becomes necessary
- options like off-site direction or managed moves may also be explored at this stage
- ongoing review is essential, and all plans should be flexible and continually adapted to meet changing needs

A cyclical and flexible framework

Throughout the ladder, the principles of assess, plan, do, review form a continuous cycle of support. Schools are encouraged to revisit earlier stages as needed, and to collaborate closely with families and professionals to prevent exclusion and promote inclusion. If challenges persist despite interventions, schools should liaise with the PRT for further guidance and potential access to alternative provision.

Suspensions and permanent exclusions

Suspensions

Suspensions, also known as fixed term exclusions, mean that your child is not allowed in school for a set number of days for disciplinary reasons.

We can offer for you and your child:

telephone and email advice on all matters relating to preventing suspension and exclusions
attendance at school meetings where preventing suspension or permanent exclusion is one of the main factors

You can find more information about who has the authority to suspend a child from school on the GOV.UK website.

For further advice surrounding suspensions contact us.

If your school needs to inform the local authority of a suspension, please complete the form on the suspensions page

Permanent exclusions

A permanent exclusion is used by schools as a last resort. It means that the excluded child can no longer attend the school, unless the governing board directs reinstatement.

This decision is usually based on a serious incident, inside or outside school, or persistently disruptive behaviour inside or outside of school.

You can find information on the Coram website regarding:

types of exlcusion
circumstances for exclusion
head teacher factors
children with special educational needs or disabilities (SEND)
other factors affecting an exclusion (such as a bereavement)
what happens during the exclusion

If your school needs to inform the local authority of a permanent exclusion, please complete the form on the suspensions page.

To report a suspension or permanent exclusion from your setting where Lincolnshire is not the home authority of the pupil, please contact us for further guidance.

See the Department of Education's guidance on the law behind permanent exclusions.

Finding a school after a permanent exclusion

When a child has been permanently excluded from school, we will:

contact the parent or carer
help to explain the appeals process
help to explain the child's education going forward
support the child and family through the process
we'll place your child at an alternative education provider, such as a pupil referral unit, unless they have an education, health and care plan (EHC).

The Lincolnshire Fair Access panel allocates places to children who have been permanently excluded from secondary school, and it will consider any preferences that a parent or carer may have. However, a place at a preferred school cannot be guaranteed.

Placement is sought as soon as it is felt that your child is ready to return to mainstream school and in discussion with the child and their parent or carer.

If the allocated school is over three miles from the home address then free transport is provided, which is usually a bus pass.

Off site direction and managed moves

Off site direction can be used as a temporary move to improve a pupil’s behaviour, or as part of a time limited placement at another mainstream school with the intention that it will lead to a managed move. (as described in paragraphs 35 to 46 suspension and permanent exclusion from maintained schools, academies and pupil referral units in England, including pupil movement)

A managed move is a carefully planned transfer of a child from one school to another, and is often used as an alternative to permanent exclusion.

These may be suggested if other approaches to improve your child’s behaviour have failed and the school believes a fresh start elsewhere might work.

Off site direction and managed moves require the full knowledge and agreement of all parties involved, including:

parents or carers
the pupil
the home school
the receiving school

Headteachers must follow our formal procedure to make sure that negotiations between all parties can be fully supported by the local authority.

When a managed move is appropriate
Consideration for off site direction or a managed move must form an important part of your child's behaviour intervention plan, pastoral support plan or equivalent document, and be in their best interest.
Off site direction or a managed move should:
•   be considered as a supportive strategy and not a sanction
•   begin before the pupil reaches the point of being permanently excluded
•   be used as an intervention strategy to give an opportunity for a fresh start
•   stop repeated challenging behaviour which would have otherwise led to suspension

Schools who are unsure if off site direction or a managed move is an appropriate strategy to use can contact us for further advice and support. Parents or carers should discuss this in the first instance with their child’s school.

Children and young people who have been released from custody

When children and young people are released from custody, the PRT will support them back into education.

If a mainstream school is considered appropriate then a school place should be applied for using the Fair Access Protocol

If it is felt that they would need more targeted support, then a place at an Alternative Provision would be sought through an exceptional referral. Please contact PRT for more information.

PRT will liaise closely with the current education provider and any other services involved to support the transition into the new provision.

Additional information and support can be found here:

School admissions – Lincolnshire County Council
Youth offending service – Lincolnshire County Council