IQM Guest Writer
Dirk Pittard – Principal of St Wilfrid’s Academy, IQM Senior Assessor & Ambassador
“The acute needs and poor outcomes of children in AP and with SEND, means the right targeted support is essential. The complex underlying needs of the SEND and AP cohort mean that they can be some of the most disengaged children and young people in the education system. These needs often manifest as challenging or disruptive behaviour which can have a severe impact on their education and that of other pupils. The aim of a multi-agency approach is that with early targeted intervention, these needs and risks are reduced.”
I am currently the Principal of St Wilfrid’s Academy in Doncaster. Part of the Delta Multi Academy Trust, the school is a 125 place alternative provision setting offering KS2 and KS3 pupil assessments, short term intervention placements, and longer-term programmes for KS4 pupils.
As a school we are committed to multi-agency outreach work providing the support and challenge to mainstream colleagues to think outside the box in terms of the way in which they meet the needs of their high tariff students.
We have a strong track record in terms of successfully re-integrating pupils back into mainstream schools. As a result of the impact, we have in securing positive destinations for pupils, as a Trust, we are now supporting other LAs to set up similar task forces based on the St Wilfrid’s model due to this approach being shown as highly cost effective for the Local Authority and early help agencies. St Wilfrid’s Academy has recently been accoladed with the IQM National Champion Award in recognition of outstanding inclusive practice.
The DfE has further recognised the outstanding Delta AP delivery model by awarding the trust four new AP Free Schools as part of the Wave 15 and they are due to open in 2027.
There are three main, common reasons for Exclusion:
Misbehaviour which can include violent or threatening behaviour, damage to school property, sexual misconduct, racist behaviour, bullying, drug or alcohol related incidents, or carrying an offensive weapon.
Persistent disruptive behaviour where a child may be permanently excluded if they have a history of disruptive behaviour, and the school feels they can’t do anymore
And for a serious one-off offense where a child may be permanently excluded for a single serious offense, such as assaulting a pupil or member of staff, or bringing a knife or drugs into school.
In order to reduce the occurrences of exclusion, at St. Wilfrid’s we developed a Multi-Agency approach to early intervention with the specific aims of achieving the following for our cohort of learners:
- Improving School attendance
- Reintegration with education (including mainstream education)
- Reduced NEETs
- Improving Socio-emotional and mental health wellbeing
- Ensuring Higher Academic Attainment
To support the evaluation of the model, an independent evaluation funded by the Youth Endowment Fund is assessing the impact of the model on these outcomes through the DfE APST Pilot programme between November 2021 and March 2025.
Specifically, our early intervention team has been built to target the needs of our learners, specifically SEMH and Speech and Communication.
The team include: a Mental Health Therapist, Post 16 Transition Careers Specialist, Family Support Worker, Early Help Co-Ordinator, Youth Justice Officer, Speech and Language Therapists.
The impact has been multifaceted, however key aspects that we have benefitted from and observed include:
- A true Multi–Agency Approach, based on school site but operating from a separate building sharing the car park. The Hours of operation extended beyond the school day and are allowing for evening interventions.
- The APST are regularly in the building, supporting learners and building relationships. This has made it easier to engage with parents and carers in the home, strengthening links in the community.
- Early Help ‘RAG’ rate every student and are able to expedite referrals through the system, cutting down on red tape. Average time from referral to work starting is now 2 days (if not hours) down from 6 weeks plus!
- Youth Justice Work has seen earlier intervention have a greater effect. The YJW has seen his caseload double, however the majority of interventions are now pre-court rather than post-court.
- Trauma informed interventions start with the Councillor/Mental Health Worker in our ‘Wellbeing Suite’ and interwoven throughout the school meaning more time is spent getting to the root cause of negative behaviours.
As a result of additional capacity and earlier interventions, St. Wilfrid’s has seen dramatic results. For example: On average, more than 200 students access provision at the school each year, all either at risk of or having been permanently excluded.
The 2023/24 KS4 cohort, on arrival had an average FTE per student of 12.6 days in 22/23. The total days lost learning through FTE were 754 days. This dropped dramatically to 79 FTE and 65 days lost learning following referral.
Similarly, there have been dramatic attendance gains, with students making an average uplift of 19.16% attendance, on joining St Wilfrid’s. 40% made a 20%+ improvement in attendance on joining the Academy.
The gains have been so remarkable that the Local Authority have committed to continuing to fund and support the APST Multi Agency approach to early intervention past the DfE pilot which is due to end in March 2025.
In November 2023, the Youth Endowment Fund, as part of their evidence in practice series, ran a virtual café which focussed on the work and learning from the Department of Education’s Alternative Provision Specialist Taskforces (APSTs) and included St. Wilfrid’s Academy.
A replay of the event can be viewed here.
In conclusion, the impact of operating a multi-agency taskforce alongside and from within our academy has proven to not only be sustainable but offer incredible value for money. Since November 2021, we have supported a number of Local Authorities in planning for their own Multi-Agency ‘Taskforces’ and shared a number of strategies with colleagues looking to follow the same path.
Some ‘Quick Wins’ and underlying principles are:
Don’t get hung up with the potential financial cost of a multi-agency approach, as all of these professionals already exist within your Local Authority. The question needs to be HOW or WHO needs to convince them to change there working practice.
My advice would be to build on existing relationships:
SENCO Network, NHS School Nursing, CAMHS, the Educational Psychologist service and to look at local professional sports clubs for mentor programmes.
If there is one in your area, consider approaching the existing APST Pilot School for support. There may be the possibility to refer students into the AP for Multi-Agency support only. The student stays dual registered.
And finally, The SEND and AP Improvement plan (March 2023) has raised the profile of Multi-Agency Support and the work piloted by the APST has been evaluated and shown to have proven impact. With many Local Authorities now aware and open to building on the pilot, it may be the perfect time to approach local Early Help, Youth Justice, and the NHS directly and offer to ‘host’ a hub in your school.