Broadwalk is back to being fully open to staff and pupils. We have stringent procedures in place informed by a whole school risk assessment that has been approved by our board of governors and Salford Local Authority. We have a one-way system in place as well as hand sanitising stations and advice on wearing a face covering in areas where these are required. Classrooms are spaced out so that social distancing between pupils can be encouraged and areas for staff are designated to ensure that they are able to effectively social distance.
Where possible we have reduced the number of contact points including where paper based documents are concerned, converting to digital work where possible.
We are closely following the government guidance where test and trace are concerned as well as having systems in place for pupils who may display COVID symptoms in school or at home.
We have a robust process for switching between onsite learning and remote education should the need arise so that pupils will have no lost learning and they still have access to a full, broad and balanced curriculum.
If you have any questions or concerns, please feel free to contact either your child's form tutor or a member of staff to discuss.
Designated Safeguarding Lead
Broadwalk has a Designated Safeguarding Lead (DSL) and a Deputy DSL.
The Designated Safeguarding Lead is: Olwyn Naylor
The Deputy Designated Safeguarding Lead is: Laura Corr
Reporting a concern
Where staff have a concern about a child, they should continue to follow the process outlined in the school Safeguarding Policy.
Staff are reminded of the need to report any concern immediately and without
Supporting children not in school
Broadwalk PRU is committed to ensuring the safety and wellbeing of all its children and young people.
Where the DSL has identified a child to be on the edge of social care support, or who would normally receive pastoral-type support in school, they should ensure that a robust communication plan is in place for that child or young person.
The communication plans can include; remote contact, phone contact. Other individualised contact methods should be considered and recorded.
Broadwalk and its DSL's will work closely with all stakeholders to maximise the effectiveness of any communication plan.
If you or your family are going through a bereavement at this time then please follow this link for support and advice: Winston’s Wish or telephone them on 08088 020 021.
If you are suffering from the bereavement of a child you can contact the Child Bereavement UK helpline on 0800 02 0888 40.
Who we are and what we do:
Broadwalk is a Key Stage 3 Pupil Referral Unit with capacity for 30 pupils. All pupils have been permanently excluded from mainstream school or are at risk of such.
The pupils on respite provision are referred through the In Year Fair Access Panel which comprises of all secondary mainstream Headteachers, the LA Officer for Admissions and Exclusions, a LA Assistant Director, the Exec Head of the KS3 and KS4 PRUs and the Head of the Pupil Health Referral Unit. This panel also agrees re-integration for pupils who have been permanently excluded. The Centre is in the process of setting up a partnership intervention provision off site which will pilot early identification of vulnerable pupils and will work with the schools, children and families to prevent permanent exclusion. This pilot (PIP – Partnership Intervention Programme) will be off-site in separate accommodation.
On admission all pupils are thoroughly base-line assessed in order that the PRU has an accurate picture of their starting points. These assessments are in literacy and numeracy, the core subjects, attendance, preferred learning styles and personal, social, behaviour starting points. The PRU then creates a Provision Map with targets to ensure accelerated progress in all areas. The targets are reviewed termly, reported to parents/carers and used to inform the follow-on Map.
Progress is monitored on a lesson by lesson basis using a key performance indicator (KPI) system linked to learning objectives . Underachievers are identified and action plans drawn up to address unsatisfactory progress.
The pupils who attend the PRU are particularly vulnerable. Most have had a disrupted school life and fall below the expected learning levels for children of their age nationally. Few are performing at age–related levels. Most have significant barriers to overcome in order to close the gap. These include social deprivation, poor attendance, some undiagnosed Special Educational Needs and mental health issues, multi generational worklessness, involvement in the Youth Justice System and are at a higher risk of drug or alcohol abuse. The PRU typically has a high percentage of pupils on Free School Meals.
The aims of the PRU are to deliver a provision that enables the pupils to make good or better progress and to improve their life chances. There is a focus on re-integration whenever appropriate and the IYFAP ensures that all pupils who make the necessary improvements are given the opportunity to move back into mainstream. The PRU will also assess those pupils who need specialist provision and will co-ordinate Formal Assessments to explore the needs of these children and how they can best be met.
In order to achieve these aims there is an ongoing drive to ensure that teaching is of the highest possible standard. All staff are set challenging targets during appraisal which are linked to the School Development Plan. Currently 100% of teaching is judged to be good or better with no inadequate. The PRU has a structured process for addressing under-performing teachers whereby staff are clear about what support they should receive and their own accountability for performance.
We have a team dedicated to the pastoral care of the pupils which includes mentors, a family liaison co-ordinator, a senior youth worker, form tutors and TAs. This team works with outside agencies to support Child Protection Plans, Child in Need/Team around the Family actions, CAFs and Looked After Children PEPs.
The PRU also supports re-integrations with a mentor who increases the likelihood of successful moves back into mainstream settings.
Challenges include the accommodation which is an ongoing issue. There is a concensus at LA level that the current site is not appropriate and there are currently feasibility studies to find a more suitable home for the PRU. In the meantime the staff do their best to ensure that the children are safe and that they have as good a learning environment as possible.
The nature of the pupils has also shifted in recent years. We are seeing more referrals for girls and the percentage of females in the PRU has risen significantly. This has necessitated more flexibility of curriculum and strategies.
School exclusions in Salford are high. This has led to the most extreme and complex children attending the PRU. The staff are meeting the challenge of such a group in imaginative ways however all our successes move on quickly so our progress has to be tracked and monitored on an individual basis. When a pupil makes huge improvements and moves on we have done a good job but once they leave they no longer contribute to our overall figures and are replaced by pupils at the beginning of their journeys. This means that we track each pupil individually and look at the percentages of pupils who make good/better progress, improve attendance etc. So for example our attendance as a whole school may stay fairly static but 100% of pupils make progress on their baseline attendance on entry. We have judged ourselves based on thorough initial assessments and individual progress on their baselines.