HHTS provides a time limited (6-8 weeks) supported reintegration programme for vulnerable young people, resident in Wandsworth, who are unable to attend school for reasons of low mood, anxiety, phobia or bullying and to reintegrate these pupils back into education. Please note home tuition is not offered as part of this programme.
Who is this programme for? (Target Group):
Pupils who may not have transitioned well from primary school and are at risk of disengaging, or have stopped attending school for reasons of bullying or anxiety. Pupils must have been referred to CAMHS and be actively engaging in therapy sessions. Pupils are accepted onto the programme on a case by case basis and funding may be sought from the home school or special educational needs service where appropriate.
- Resident in Wandsworth.
- On roll of a school.
- Actively engaging in CAMHS (min 6 sessions) and meeting therapeutic targets.
- Ready for reintegration to school.
School is able to
- Make appropriate amendments to provision such as teaching in the resource base/delivering a part – time timetable as needed.
- Provide an assigned keyworker from the school with capacity to engage in the pupils’ reintegration plan as required. Building a successful relationship between a pupil, their school keyworker and other members of the school community is fundamental to a successful long term reintegration.
How do I refer a pupil for this programme? (Referral Process):
EWO’s, schools and CAMHS may refer pupils to the project, provided they fit the criteria. A completed HHTS referral form must be submitted for consideration by the Headteacher, accompanied by a referral letter/supporting documentation from CAMHS. An initial home visit/risk assessment will be arranged, and decision made as to suitability for the programme and range of provision to be offered.
What does the Reintegration Programme consist of? (Programme Offer):
The programme offers 3-5 Sessions of 1-2 hours per week over 6-8 weeks, dependent on a students age and need.
The HHTS lead teacher will contact the home school for appropriate material to ensure that education delivered is in line with the home school’s curriculum offer.
Overleaf is a draft schedule which will be amended by the lead teacher in consultation with the pupil. It is important to note that the maximum time-frame is 8 weeks.
The HHTS teachers will provide Home Tuition for up to five sessions in the home to build rapport and develop pupils’ self-esteem. Pupils will design their own individual reintegration plan, created in collaboration with the teacher, to cater appropriately for their individual needs. This plan will outline agreed objectives for their reintegration with graded exposure to their home school environment.
Sessions will move to a local library and/or to a separate room in their home school. Pupils are taught core subjects, life skills and coping strategies. During this time support may also be provided for the journey to school, ensuring the pupil is able to manage public transport independently.
Pupils are taught in the school moving from the resource base or annex into their normal timetable. During this process links with key school personnel are essential. In the final two weeks
Pupils attend selected lessons with or without the support of the teacher in the classroom, meeting the teacher before/after lessons for support. During this time links with key school personnel are essential. Pupils progress at an agreed pace, handing over to school professionals, without the daily support of the teacher.
Please click here for a referral form for this service.
It is expected that through a combination of academic and enriching educational support pupils will grow in confidence and independence, enabling them to re-engage with education – either at their home school or another suitable educational establishment.
The project is a short term measure – actively promoting reintegration, not a long term solution. If pupils refuse to engage, meet targets or the programme is deemed unsuitable, then the offer of provision will be reviewed and can be withdrawn. The service is mindful that a timely successful return to full time education in a setting that best fits the pupil is the primary objective and that the reintegration programme is not a substitute for this.
The service does not run multiple programmes for individual pupils. If repeat requests are to be made it signifies that an alternative school placement is possibly needed and a TAC should be set up at the earliest opportunity by the school and the LEA to ascertain next steps in providing an appropriate full time school place for that pupil.
Please click here for a referral form for this service.
‘Every day my son looks forward to going to school – to get away from his room, and all the poking and prodding from doctors is such a relief. He is treated like a school boy, rather than a patient, and I think this has as much healing properties as medicine! Due to his illness, my son has missed about a month of schooling, but hopefully will have caught up because of the hospital school.’
‘Wow, where to begin. I wanted to write to you to demonstrate how much of a positive impact you have had on me……you have restored my faith in teachers everywhere...the CAMHS Campus School was definitely the highlight of Springfield for me as is the case for so many others. Rest assured if I ever get involved in the murky world of politics your funding will be quadrupled, ring-fenced and seared forever.’
‘We are so grateful and thankful for the brilliant staff at the St. George’s Hospital School. We have spent quite a lot of time there over the past 18 months, they have made learning such fun – memorable science experiments and story writing, the best time making posters and adverts and treats for the school cafe. The staff are cheerful, calm, gentle and above all fun. Thank you to the great team.’
‘We were so grateful to the teaching team. They have been absolutely fantastic. My daughter had surgery on Monday and was quiet and withdrawn. This has been instrumental in her recovery and also kept her mind on education whilst she’s been sick.’
‘Everyday my son looks forward to going to school – to get away from his room, and all the poking and prodding from doctors is such a relief. He is treated like a school boy, rather than a patient, and I think this has as much healing properties as medicine! Due to his illness, my son has missed about a month of schooling, but hopefully will have caught up because of the hospital school.’
‘We are so grateful and happy for the care and support – teachers are so helpful and very kind, we love you all for your hard work, keep it up. Thanks so much.’
‘Thank you for the range of learning opportunities you provided my son in hospital for the week for the week he was on the neuro ward. He found the activities very engaging and accessible. He thoroughly enjoys maths and looked forward to the activities you provided for this – he is especially looking forward to the spreadsheet analysis this afternoon. he enjoys music and was surprised to have the opportunity to learn about and play different instruments. Thanks again for all your help.’
‘We are so grateful that there is a school/classroom to attend. Josie really needs something to focus on when he’s in hospital, he looks forward to getting out of his room and working/studying English, Maths and other interesting topics he can learn about. It has really made a difference to his mood during the hospital stays, having been admitted so many times throughout the past 7 months. Furthermore, it helps him keep on top of his schooling.’
‘Thank you for helping me for the past 10 months. You have helped me to keep as motivated and hopeful for my future as I could have been. I cant wit to start college and maybe become a paramedic. I’ll always remember this school and everyone in it’
‘The service aims to enable pupils with long-term illnesses, mental health issues or who are pregnant to remain in education…... You and your staff ensure that these aims are fully met. Most pupils have missed long periods of learning due to illness. They make remarkable progress during their short time in the school.
Pupils told us that, without the school, they would not be able to engage fully in learning or sit any examinations. Parents value the high-quality teaching provided alongside the excellent care and support given to each individual pupil.’