Information Sharing Protocol

Information Sharing Protocol

Information Sharing Protocol regarding students moving between mainstream schools and alternative provision

The protocol set out below is based on the DCSF Statutory Guidance for Local Authorities and Schools on Information Passports, Personal Learning Plans and the Core Entitlement for All Students in Pupil Referral Units and Other Alternative Provision (Draft for consultation, 10 December 2009.)

Rationale

  • Effective support for transition promotes positive outcomes for students moving between mainstream schools and alternative provision.
  • Effective systems for information sharing are needed to enable students to pass quickly and seamlessly between mainstream schools and alternative provision and back or onwards, with minimal disruption to their education.
  • Central to this process is the use of Information Passports.
  • The DCSF have expected local authorities and schools to follow their guidance on Information Passports since December 2009.
  • Children who are permanently excluded need to be provided with suitable full-time education by the sixth school day following exclusion from school so their education provider needs information in advance.
  • Children referred in other circumstances should be placed in provision within two weeks of the referral being made so the provider needs information in advance.

Conceptual overview:

1)The Information Passport is a set of information.

2)This set of information is what is needed to support effective transition.

3)The information can be provided in whatever format is most convenient.

4)The information can be contained in other sources (such as the Common Transfer File, Personal Education Plan or Individual Education Plan).

5)The main Information Passport document is used to ensure that all necessary information is included, and to reference where this information is provided, if multiple documents are included in the Information Passport.

6)The Common Assessment Framework (CAF) is the process whereby referrals to alternative provision should be made. This is because the CAF:

a)Is the shared mechanism for integrated working of CSF.

b)Incorporates the views of the child and family.

c)Specifies desired outcomes of the intervention.

Expectations:

  • A referral to alternative provision should always be a trigger for completing a CAF form.
  • The CAF form itself need not contain detailed information, provided that all necessary information iscontained in an Information Passport included at the end of the CAF form.
  • If multiple documents are included in the Information Passport, the main Information Passport document should clearly state where information is located (for example: ‘See Year 9 Progress Check / SIMS attendance printout / Pastoral Support Plan).
  • A CAF form, including the Information Passport, should be completed whenever a child is referred to alternative provision for at least five school days, whether full-time or part-time.
  • Ultimate responsibility for ensuring that the CAF and Information Passport are completed rests with the person within the school who makes the referral. However, others within the school could complete the Passport, preferably those who know the young person well.
  • Where possible PRU or Outreachstaff will also visit the setting to gather information.
  • The CAF, including the Information Passport, should be sent to the named person in the alternative provision, whether in hard copy, fax or electronically. The named persons for Camden’s main alternative provisions are given below:

-Ruth Draper (Head Teacher, Robson House – Primary Pupil Referral Unit)

-Gaby Thomas (Teacher in Charge, 115 – Key Stage 3 Pupil Referral Unit)

-Poppy Berry (Head Teacher, Agincourt House – Key Stage 4 Pupil Referral Unit)

-Where a Camden student is permanently excluded without agreed placement, the CAF, including the Information Passport, should be sent to Jim Donovan, Head of the School Inclusion Team.

  • Where a student is permanently excluded and lives in another local authority area, the information should be sent to their home local authority.
  • During any period in which the student is waiting for a placement they should remain in school.
  • The Information Passport should be updated when a student is ready to move on from alternative provision – whether this is to another provider or a mainstream or special school.
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