The Sheffield Inclusion Way

March 2017 Case Study:  Providing an effective Virtual Classroom  and alternative provision for a Pupil Referral Unit to increase outcomes, raise achievement and improve attendance.

By Sheffield Inclusion Centre

Cohort: A cohort of 15 students, who are not just school refusers but also “PRU refusers”

“Our students are out of mainstream education for various reasons; they might suffer from anxiety or other mental health issues. Others simply just don’t like school. But our objective is very clear: we want to get our students back into mainstream education.”

Objectives: To use the Virtual classroom to help educate, support and offer safeguarding for a range of students with both the schools and EDlounge teaching and support staff

Methodology: To follow a unique learning pathway specially designed for each student in English and Maths whilst getting virtual support on line by a safeguarding mentor (at the school) and getting online support regarding lessons (within EDLounge)

“We use a virtual classroom to deliver lessons and homework to our students, and they receive an attendance mark for each session. There is a tracking system in place so we can see at a glance how many times a student has logged on, what they’re doing, how they’re progressing, and so on. We’re also able to have a virtual face-to-face check ins with each student, enabling us to see that the student is safe and well, and also speak to them about their work and progress”.

Results:

Stats: 14 out of 15 students (93%) progressed completing a six week English and Maths programme

Stats: 83.25% attendance rate.

Stats: 4% increase in the whole school attendance

Stats: One students percentage increase by 43%

Stats: 36% of cohort had 100 percent attendance

Success: Two of the students asked to come back into centre and have been successfully reintegrated.

“The results have been incredible. Two of our students have recently informed us that they want return to mainstream education! With a virtual classroom, we’re able to ensure our students receive classwork and homework regularly, and we can monitor their progress and give them the support they need, so that when the time comes, the transition back into the classroom goes smoothly.”

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