The Highcrest Academy

Inclusion Support

Inclusion Support has three primary functions.

We are here to facilitate

Isolated Support

When behaviour does not meet the high expectations we have at The Highcrest Academy, we allow a period of reflection in our Isolated Support Room.

During this time students continue with work that is set by their subject teachers. We work closely with Heads of Learning to ensure that these students consider alternative choices they could have made with regard to their behaviour. We support self-regulation and independent working, two highly valued qualities. Should the student require additional support from any of the other departments within the Inclusion Team, this can easily be arranged.

Our team often work one to one with students to get to the root of difficulties or conflicts and have been trained in restorative justice.

Should a student’s behaviour lead to an Exclusion, we are the stepping stone between the Exclusion and re-joining the main school. It is within the Isolated Support Room that the student is closely supervised to ensure they are ready to join their peers with the right attitude to continue their learning. Lunch is taken at a different time to the rest of the school to enable the student to focus on themselves and take responsibility for their actions without distraction from their usual associations. Our team is fortunate to be able to get to know these students very well under these circumstances. We are able to offer support with academic and emotional, behavioural and social issues. Our observations, coupled with input from the other departments that form our Inclusion Team, help to signpost students to targeted interventions with the intention of ensuring positive outcomes.

We aim to provide a calm, orderly, disciplined working environment where subject teachers supply work which is supported by our team.

Senior staff will meet with the student and their parent/carer just before the student returns to the main school following an Exclusion. Reintegration meetings will also occur following an extended period in Isolated Support or repeated incidences of poor behaviour. At this meeting an agreement is signed, by all stakeholders, outlining expectations of behaviour.

Inclusion

For those students who need additional support, we offer our Inclusion package.

This is tailored to the individual and allows for a timetable that is best suited to the students’ needs. We devise a Support Plan in agreement with individual students and their family and can also consider Alternative Provision. We also work with other agencies, as appropriate; to promote well-being for students we look after in Inclusion.

Intervention

Our department aim is to empower our students with the resilience they will need to emerge as successful adults.

By building trusted relationships with the students, we are able to understand the areas where interventions would be of benefit. The Inclusion Team is a strong network of staff that includes two Assistant Headteachers who lead on Pastoral Care, the Heads of Learning, who work with their allocated Year Managers, and Inclusion Room and Isolated Support Room staff.  The SEN Team, and EAL Team also work closely with students to deliver comprehensive intervention packages. We also work with a range of outside agencies to achieve the best results for our students.        

 Social Care

 Thames Valley Police Safeguarding Team

 Child & Adolescent Mental Health Services

 PRU Outreach

 Virtual Schools & their Tutors

 Switch

 Counselling

 School Nursing Team

 Youth Enquiry Service

 R U Safe

 Prevent Education Officer

 Terrence Higgins Trust

 Youth Service

 YOS – Prevention Programme

 Family Support Service

 Stonewall

 Specialist Teaching Service

 County SEN Team

 Safe

 Educational Psychology Service

The above agencies are very much partners in the work we do. The most important partnership we have, however, is the one with parents. We recognise the strength that is created by parents and schools working together.

We have a full-time Mental Health Co-ordinator who is one of five staff (including Principal, Vice Principal and two Assistant Heads) who makes up our Safeguarding Team.

In addition to the primary functions listed above, our team are involved with the Transition process, breakfast, break and lunch clubs, classroom management of individuals and strategy training.

We also organise the annual Well-being Day, which aims to introduce students directly to support agencies covering a wide variety of topics.