EBSNA & Persistent Absence
Where anxiety, emotional needs or other barriers are significantly affecting attendance and participation.
SCHOOL REFERRALS
A Clear Referral Pathway for Personalised Education Support
Schools can refer children and young people to Reconnect Learning where additional, alternative or personalised education is required alongside or outside their existing timetable.
Our referral process helps us understand the learner, their current education, SEND needs, safeguarding considerations, barriers to engagement and the outcomes the school wants the provision to achieve.
BEFORE YOU REFER
Helpful information to have ready
Reason for referral and desired outcomes
Current attendance and education arrangements
Safeguarding and known risk information
SEND, EHCP and professional information
Academic starting points and curriculum needs
Relevant behaviour, exclusion or placement history
Stage 01
Referral
Stage 02
Suitability Review
Stage 03
Risk & Planning
Stage 04
Tutor Matching
Stage 05
Delivery & Review
REFERRING A LEARNER
The referral is the beginning of the learner's individual plan
A strong referral gives us more than a learner's name, year group and requested hours. It helps us understand what has happened before the referral, what is currently preventing successful access to education and what needs to change.
This information supports appropriate tutor or mentor matching, safeguarding, risk assessment, curriculum planning and the development of realistic outcomes.
Our Referral Principle
The more accurately we understand the learner at the beginning, the more purposeful, safe and personalised their provision can be.
WHEN A REFERRAL MAY BE APPROPRIATE
Schools may refer when a learner needs a different route into education
SEND & EHCP Needs
Where personalised teaching or additional support is required around identified needs or relevant EHCP outcomes.
Risk of Exclusion
Where earlier intervention or an alternative timetable may help stabilise engagement and maintain education.
Disrupted Education
Where education has been interrupted by placement change, absence, exclusion or another significant transition.
Awaiting Placement
Where a learner requires structured education while another placement or longer-term arrangement is identified.
Academic Intervention
Where targeted GCSE, Functional Skills, English or Maths tuition is required alongside the learner's wider plan.
REFERRAL INFORMATION
What we need to understand before provision begins
About the Learner
Information should give us an accurate picture of the young person's current needs, education and circumstances.
Learner details and year group
Reason for referral
Attendance and current timetable
Academic starting points
SEND profile and EHCP information
Communication and access needs
Relevant medical information
Learner strengths, interests and aspirations
About the Provision
We also need to understand what the school expects the commissioned provision to achieve.
Requested hours and delivery model
Intended outcomes
Curriculum or qualification priorities
Preferred location
Reintegration or transition plans
Current professional involvement
Named school contacts
Required reporting arrangements
SAFEGUARDING & RISK INFORMATION
Please tell us what we need to know to support the learner safely
Relevant safeguarding and risk information should be shared before provision begins. This allows appropriate planning, risk assessment, staffing and escalation arrangements to be established.
Known safeguarding concerns
Current or previous agency involvement
Risk of harm to self or others
Behaviour and significant incidents
Missing or absconding concerns
Relevant medical or emergency information
Environmental or venue risks
Known triggers and de-escalation strategies
Existing safety or risk-management plans
THE SCHOOL REFERRAL PROCESS
From initial referral to personalised provision
1
Refer
School submits learner information, needs and requested outcomes.
2
Review
We review suitability, safeguarding, SEND and delivery requirements.
3
Clarify
Any missing information or planning questions are resolved.
4
Match
An appropriate tutor, mentor or specialist is identified.
5
Plan & Start
Delivery arrangements, targets and communication are agreed.
6
Review
Attendance, engagement, progress and next steps are evaluated.
BEFORE THE FIRST SESSION
We establish the arrangements around the learner
Referral Review
We consider whether the proposed provision is appropriate for the learner's needs and circumstances.
Risk Assessment
Relevant learner, venue, activity, online and lone-working considerations are identified and planned for.
Tutor Matching
Matching considers subject knowledge, learner needs, experience, location and the nature of the programme.
Starting Points
Available assessment, curriculum and previous attainment information informs initial teaching.
Named Contacts
School communication, absence, safeguarding and escalation routes are agreed.
Programme Goals
The learner's intended academic, engagement, wellbeing or reintegration outcomes are clarified.
TUTOR & MENTOR MATCHING
Matching is about more than subject knowledge
The relationship between the learner and the professional supporting them can have a significant impact on engagement. We therefore consider the wider learner profile when identifying an appropriate match.
Where specialist skills or experience are required, availability will be considered before provision is confirmed.
Matching may consider:
Subject and curriculum requirements
SEND and SEMH experience
Learner communication needs
Age and educational stage
Interests and engagement approaches
Location and availability
Safeguarding and risk considerations
AFTER PROVISION BEGINS
The school remains connected to attendance, engagement and progress
Attendance
Attendance, punctuality and non-attendance can be communicated through agreed reporting arrangements.
Engagement
Participation, readiness to learn and developing engagement can be monitored over time.
Academic Progress
Teaching, work completed and progress from starting points can form part of school updates.
Wellbeing
Where relevant, confidence, routine and readiness for education can form part of review discussions.
Learner Voice
The learner's views and experience can contribute to review and future planning.
Next Steps
Reviews can consider continuation, adjustment, transition, reintegration or progression.
WORKING IN PARTNERSHIP
Clear responsibilities support safer, stronger provision
The Referring School
The school remains responsible for its statutory duties unless a lawful alternative arrangement specifies otherwise. Relevant information should be kept up to date and changes that may affect the learner's provision or safety should be communicated promptly.
This may include responsibilities relating to safeguarding, attendance, SEND, curriculum oversight, examination arrangements and the learner's overall education plan.
Reconnect Learning
Reconnect Learning is responsible for delivering the commissioned service in accordance with the agreed plan, its safeguarding arrangements and organisational policies.
We communicate relevant attendance, progress and concerns through agreed routes and contribute information to reviews and future planning.
Referral acceptance and start dates
Submitting a referral does not automatically confirm acceptance or an immediate start date. Before confirming provision, Reconnect Learning considers suitability, safeguarding, risk, staffing, specialist availability, delivery location and whether sufficient information has been provided.
If we do not believe the proposed model can safely or appropriately meet the learner's needs, we will explain this rather than begin unsuitable provision.
SCHOOL REFERRAL FAQs
Questions about referring a learner
Who can make a school referral?
A referral should normally be submitted or authorised by an appropriate school or commissioning professional.
Can we discuss a learner before making a referral?
Yes. An initial discussion can help establish whether the proposed support may be suitable and what information will be required.
What information should we provide?
Relevant information may include the reason for referral, attendance, SEND and EHCP information, safeguarding and risk information, academic starting points, current professionals and intended outcomes.
How quickly can provision begin?
Timescales depend on the completeness of the referral, suitability review, risk assessment, staffing or specialist availability and agreed commissioning arrangements.
Can we refer for only a few hours each week?
Provision can be designed around the learner and commissioning requirement where the proposed hours are appropriate and available.
Can a referral combine tuition and mentoring?
Yes. Where appropriate, academic tuition may be combined with mentoring, wellbeing, life skills, careers or reintegration support.
Can learners with an EHCP be referred?
Yes. Relevant SEND needs, strategies and EHCP outcomes can inform personalised provision where the service is suitable.
What happens if important information changes?
The school should tell Reconnect Learning promptly where new safeguarding, risk, medical, SEND, attendance or placement information may affect delivery.