Integration Agreement

Date of Meeting:                        Start date of plan:              
Lead Person: Who is going to chair the meeting? This should be the lead person overseeing the integration of pupil and the point of contact for family.
(Contact Details) 	Pupil:	                     D.O.B.

Form/Class	                           NC Year
Plan no: Is this the first integration agreement?	
Team Present:	
Eg..Form tutor, SENCo, Head of Year, Pastoral Lead, Key adult, Pupil, Family	
Context: Why does the child or young person need an integration plan?

When xxx returns to school, we will support him/her in the following ways:	When xxx returns to school, he/she will agree to:	When xxx returns to school, their family/carers will support in the following ways:	
Consider what led to the need for an integration plan, e.g. Medical/Behavioural.
What support does the young person require from school in order to integrate successfully?
What needs to be done differently for this child?
What resources are needed?
Who is going to support this child and how? (Including external agencies). 
Who will be the Key adult for this pupil?
Where is this child going to work/ spend their free time?
Does this child need support with friendships, communication, accessing work, emotional regulation, un-structured social time?	This section largely mirrors the School section with the expectations linked to the support the pupil will receive. For example, if the support is to have a meet and greet in the mornings, it is expected that the pupil will turn up for the meet and greet.
You may not expect pupil to achieve all aspects at the first attempt and this will be reflected in the success criteria where the main areas for focus are identified.	This section largely mirrors previous sections, looking at ways the family can support both the school and their child. For example, ensuring a pupil is in school at the correct time with the correct resources, attending meetings to support the reintegration plan.

	
         
Success Criteria: Consider what are the most important things to achieve – do not have too many. You can move on to new criteria at next stage of plan. Consider how frequently a pupil has to achieve them to be confident they have been met. Consider over what time period you will assess and review – 2 weekly?
	
School Success Criteria	Pupil Success Criteria	Family Success Criteria	
How will you know if the plan is working? Have you as a school been successfully able to put in place all of the measures identified. For example:
Pupil in agreed lesson 60 % of time
School offer of break out space being utilised 7/10 times
Positive monitoring card for 75% of each day	For example:
Arriving on time to lessons 3 out of 5 times
Attendance improving
Accessing key adult 75% of time
Using agreed regulation strategy 80% of time 	Pupil is getting up and attending school
Family feel supported by school	
Monitoring Arrangements:	Who?	When?	
How will the monitoring take place – Observation, attendance data, pupil/staff interviews
	Who is responsible for this? One person or multiple persons

	This should link to review meeting date to ensure the necessary evidence is in place	
Date, time and venue of review meeting:

	
Signed (school):				Signed (pupil):					Signed (parent/carer):

	Date:						Date:							Date:

Integration Agreement Review

Plan to be reviewed in a set time frame and amended accordingly. Some pupils will need to remain on an amended plan, others may be able to come off the plan altogether.
School:                                                                   Date:                                                 
Name of Student:                                                   Class or Group:
Present: 

Apologies: 

The plan was set up on: (date)

School based actions achieved?	Pupil based actions achieved?	Family based actions achieved?	

As a school were you able to put in place all the support identified above? If not, why not?

What worked well? What was not so effective?	
Did the pupil manage to fulfil the expectations on them? If not, why not.	
Was the family able to offer support to the pupil and the school? If not, why not?	
Next steps:
Does the pupil need to stay on a plan?
Does the plan need amending – actions/ success criteria?	Who?
Who will be responsible for what actions, e.g. amending the plan.	When?
What are the timescales for these actions?	
Date and time of next meeting (if plan continuing):	

Signed (staff):			Signed (pupil):		Signed (parent/carer)
Date:					Date:				Date: