The Guidance & Learning Centre (GLC) was set up in 2006 through the Behaviour Improvement Programme (BIP) to provide short term provision for pupils at risk of permanent exclusion, or where serious incidents had occurred. Since 2006, the GLC has undergone significant change and is now an integral part of the school behaviour policy – reflecting and promoting inclusive practice. The GLC is managed by Mr Dickinson and is designed to meet the needs of children who have a number or combination of challenges to their learning.
The three main purposes are:
1.Pupil Referral Unit
The GLC works in partnership with 24 ‘home schools’ – children are referred from their school and the GLC provides short term provision for pupils at risk of permanent exclusion, where serious incidents have occurred or for respite behaviour support. Pupils may stay from one single day up to five full days, however may not exceed fifteen days in one academic year.
Pupils complete current curriculum work provided by home schools. Through the referral process and in-depth discussions with home schools, GLC staff can establish aims for the referral and work on specific skills or areas of concern, working towards achieving specific behaviour skills transferable on reintegration.
Pupils at Easington Colliery Primary school are encouraged to make their own decisions, moreover take responsibility for their actions. Consequently, pupils choose and agree consequences for poor behaviour at the beginning of each term with some pupils feeling the GLC is an acceptable sanction for certain behaviours.
As the GLC is based within Easington Colliery Primary School, it is an important behaviour tool for early intervention and prevention. The GLC provides instant intervention for pupils with social, emotional and behavioural needs, moreover can act upon incidents to provide instant consequences. GLC usage is thoroughly monitored; to record and recognise types, patterns and recurring behaviours – this enables behaviour programmes to be put in place for pupils facing barriers to their learning.
In addition, pupils whose behaviour at lunchtime is disruptive can be excluded from the school premises for the duration of the lunchtime period; however the GLC can prevent this and cater for such pupils’ needs within school.
Children who face barriers to learning due to their behaviour, or are accruing frequent consequences may be offered intervention and support through the GLC. This differs from pupil to; however the ultimate measure of success will be improving the prospects of our children.