Behaviour and attendance: Multi-agency working and attendance
Page 1 of 4
- 1 Behaviour and attendance: Multi-agency working and attendance
- 2 Key factors that motivated the intervention
- 3 Brief description of the intervention
- 4 Outcomes of support and future plans
- Date: Mar 2009
- Programme: Behaviour and attendance
- Focus: The advantage of multi-agency intervention to improve individual pupil attendance
- Number in series: 6
- School name: Personal Development Centre (PDC), Blyth
- Phase: Early Years, Primary, Secondary
- Key stage: Foundation Stage, Key Stages 1, 2 and 3
- Local authority: Northumberland
- Ref: 00180-2009PDF-EN-06
The Personal Development Centre, Blyth, Northumberland
Focus of case study
A case study to demonstrate the advantage of multi-agency intervention to improve individual pupil attendance from the Personal Development Centre (PDC) in Blyth, Northumberland.
Local authority (LA)/school profile
The PDC is a purpose-built classroom located in a building (formerly a school) in the centre of Blyth. It is co-located with the Blyth Education Support Team (BEST), which is a multi-agency team of professionals delivering a child-centred approach to a vast spectrum of social, emotional, criminal, psychological and health needs to ultimately reduce 'at risk' pupils from exclusion.
The PDC educates pupils for two days per week over a half-term (six weeks) or full-term (12 weeks) period of intervention. Pupils are referred to the PDC by headteachers from nine first schools and four middle schools in the town of Blyth. Referred pupils generally have social and emotional behavioural issues.
The PDC is a nurture-based classroom. It houses eight PCs and an interactive whiteboard, and has several teaching desks. In addition there is a fitted kitchen, dining table and cooking facilities which are used to enrich the alternative Every Child Matters curriculum.
The PDC has its own minibus transport which is used to educate pupils off-site. This helps motivate and develop career aspirations as well as broadening knowledge of the local environment. On the three remaining days, pupils work with a member of staff from the PDC in their host school in developing classroom-coping strategies that have been taught and practised in the PDC.
