John Brown, founder <strong>of</strong> The Harefield Academy inclusion centre 12 <strong>London</strong> InstEd issue 3 autumn term
The Harefield Academy in Hillingdon <strong>of</strong>fers an inclusion centre for students at risk <strong>of</strong> permanent exclusion. Since it opened two years ago, the school has not had any permanent exclusions, compared to its predecessor, which had seven. John Brown, who set up the centre, explains how it works REDUCING both permanent and fixed-term exclusions was the challenge that faced us when we set up the inclusion centre at The Harefield Academy. Our initial aims included getting long-term nonattenders back to school, giving fulltime provision to students about to be permanently excluded, supporting the attendance <strong>of</strong> traveller students, and providing a base for pregnant students. We also support students not attending particular lessons because <strong>of</strong> issues with their peers, provide a place <strong>of</strong> safety for those with unresolved family conflicts and <strong>of</strong>fer food and a bed to vulnerable students who are temporarily homeless. We employed two full-time members <strong>of</strong> staff to set up the centre – a teacher from a pupil referral unit and a learning support assistant who is also a nurse. They were given a large, well-equipped room with a kitchen, s<strong>of</strong>t seating areas, computers and plenty <strong>of</strong> storage space, and an adjacent room where students can go to have time on their own. Our curriculum is tailored to each student: given that most <strong>of</strong> them have failed in school (or school has failed them), whatever we do for them educationally is a bonus. The curriculum includes five hour-long lessons each day – mathematics and English first, and then project-based lessons that aim to suit the student rather than attempt to mirror the main school curriculum. In the lunch break, the students prepare the meal and eat together. Some <strong>of</strong> the food comes from the students’ <strong>of</strong>f-site allotment, which they maintain and tend. Our 8.15 start means that we can allow some students to just do maths and English and then go <strong>of</strong>f for work experience. Some go back to a few mainstream lessons, but only if it’s clear that there won’t be any problems. Some do not make it back into any classes at all. Staff at some schools are <strong>of</strong>ten surprised that we do not follow the traditional curriculum. HMI interestingly were not fazed by this and used the term “outstanding” for this provision. The curriculum we <strong>of</strong>fer has been one <strong>of</strong> the keys to the centre’s success; the other was ensuring that there was a referral process and that the centre is not a place for students to be sent to when they misbehave in class. We do not take students who are having a bad lesson or a tantrum, or who just need time out. Of course, there are always exceptions, for example if a student is going into care later in the day and needs space to discuss this beforehand. Having most <strong>of</strong> our previous nonattenders on site at some time during the week is an indication <strong>of</strong> our success. Ninety per cent <strong>of</strong> last year's students are now in employment, and one went on to study at college – a figure we hope to improve. And although none <strong>of</strong> the pupils achieved the benchmark 5 A*-C grades, two got a grade C in both mathematics and English. And all <strong>of</strong> the students who are currently using the centre are now <strong>of</strong>f the fast track to prosecution by the <strong>Education</strong> Welfare Service for poor attendance. This term we have set up a parallel centre for vulnerable students in Year 7 with a view to integrating them into mainstream classes over a period <strong>of</strong> months. Later this year we hope to set up a boarding house for 50 students – some in care and some elite athletes who come for our sports facilities – this will be an exciting venture for a comprehensive institution. As an academy, we support inclusion and are disappointed with the sometimes- held view that academies set out to expel difficult students. Our aim is to maximise the educational experience for each individual, and the evidence is that we’ve gone a long way towards achieving that for our students. Staff from schools and academies who are interested in setting up an alternative provision for students at risk <strong>of</strong> exclusion are invited to visit the inclusion centre. Contact John Brown on jbrown@theharefieldacademy.org <strong>London</strong> InstEd issue 3 autumn term 13
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