An Innovative Curriculum that has effectively utilised the Social and Emotional Aspects of Learning to help pupils Learn how to Learn and thus improve the behaviours and opportunities for pupils at risk of exclusion

The Provider:
Voyager Pupil Referral Unit, Devon

• Voyager is a multi-site PRU now consisting of three bases: Totnes (15 pupils), Newton Abbot (10 pupils) & Tiverton (10 pupils). All our pupils are either permanently excluded from school or attend on a full-time intervention place due to the serious risk of permanent exclusion. All our pupils are regarded as having Special Educational Needs because of their extremely challenging behaviour.
• As well as providing full time educational placements we also provide extensive outreach and intervention work - specialising in; working directly with pupils in partner schools, working with local staff on behaviour management, and training students on local PGCE courses, etc.

Summary:
Voyager has created a curriculum based on the Social and Emotional Aspects of Learning with Learning to Learn approaches, which also incorporates significant outdoor learning opportunities. This targeted personalised learning programme for each pupil has resulted in a scheme of work that teaches pupils how to choose to behave in an appropriate manner and accept responsibility for their own actions. Voyager teaches pupils the value of 'mutual respect' and specifically teaches the pupils to learn the value of themselves, others, society and the environment, so that they are more likely to succeed in a future suitable educational setting.
The Aim:
Voyager Pupil Referral Unit's curriculum is proven to help pupils change their behaviour and re-engage in learning. The Unit has presented its methodology at several National Conferences and several other LA's have visited and are in discussion with the unit about duplicating this approach. Ofsted March 2006 described our curriculum as innovative with outstanding features.
What do you see in the school?

• Parent identified improvement in son's attitude and behaviour as a result of intervention by Voyager Unit.
• The student identified the need to manage his emotions and change his attitude to learning.
• SIP demonstrates enhanced attitude to 'Every Child Matters'
• 24 sections of policy and application files demonstrate clear approach to putting ideals into action. Evident framework for communication success.
• Clarity of thought and approach as evidenced by paperwork.
• Commitment to daily planning and assessment with the individual pupils at the centre of the discussion.
• Responses, verbal and on paper, from other involved/benefiting agencies.
• Presentations to DASH and SHAD (Special schools and Secondary Headteachers) to communicate success. Responses from same.
• Daily assessment and planning sessions with the pupil at the centre with clear goals and aims.
• Links with Community Colleges in locality.
• Headteacher and colleagues have given presentations to DASH, SHAD, MarJon (ITT College) and Exeter University PGCE course: to feeder high schools and HTLA conference. They have also addressed the National PRU conference on 'Exclusions and Reintegration'.
• Under the current management the unit cost per pupil has been reduced to 60% of that of four years ago.

What difference does it make?

• Admission by pupils that time spent at Voyager enabled them to go back into school with a positive attitude and to succeed.
• Some pupils come back to help others.
• Attendance at Voyager is seen by clients as positive and valuable: not as being put into the trash can!
• Reduction in problem young adults leaving school.
• Positive response of Pupil and Parent. Recognition that learning to cope with personal anger and self image had profoundly improved function as a learner.

From where is evidence collected to prove the Leading Aspect?

• Interviews of Ex-pupil and current Parent.
• SIP
• Policy File / application file.
• Staff meeting paper work.
• Procedures paperwork
• Interviews
• Minutes of meetings.
• Policy folder.
• Correspondence from other agencies and Community Colleges, DASH and SHAD.
• Power Point Presentation and written letters of thanks etc.

The Verifiers Comment
The evidence gathered from this verification visit was summed up by one young man who said, " When I came here from the school I didn't give a stuff about learning. Here they helped me learn how to manage my anger and frustration and know what it felt like to succeed at things. After I had spent my time here I went back into school and realised that everyone else in the class knew far more than me and I thought, Hey, this isn't right! "

The young man then gave a clear description of his own self worth, a realistic assessment of having to catch up on school and outlined a motivating career path as a trained carpenter with financial and social aspirations clearly identified. It is fair to say that the Voyager Unit seems to have taken a number of young high school students and turned them around from being potential expensive social liabilities into potentially productive members of society.