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Bradford District PRU fulfils a key role in the support of secondary-aged pupils who have been unable to maintain a permanent place within mainstream education. Since the establishment of the Behaviour and Attendance Collaboratives (BACs) in September 2007, arrangements have been made for up to 160 funded HNB placements, available at Anerley Street alongside additional centres across the District. The purpose of such placements is to enable pupils to acquire skills which allow their continued access further education and complete their Key Stage 4 studies. Additional places can be purchased by the BACs and referring schools. District PRU commissions a number of additional Independent Schools and providers across the District.


The transitional management of pupils into and out of the centres is a joint enterprise between the Management of District PRU, its Transition Team in conjunction with the BAC representatives and Inclusion Officers. This policy defines how placement management of pupils will be undertaken.


  • Bradford District PRU will make available 160 placements in the first instance with an additional capacity to commission and place further students referred to the school.
  • The BACs will scrutinise the referral documentation, including a pupil’s record of progress through the 7 Level Behaviour Framework, from each referring school, to inform the discussion on placement.

Bradford District PRU will finalise contractual arrangements between the PRU and referring school to include:

  • identification of the school’s key worker for each pupil
  • the involvement of other Children’s Services
  • a schedule of liaison meetings between the key worker and the school
  • entry arrangements, including parental/carer involvement
  • all relevant school records must transfer with the student
  • all relevant school books/coursework
  • entry information for public examination

Schools will ensure that all relevant information on pupils, referred by the BACs, is collated and used in the preparation for admission, including:

  • CAF
  • the Care Plan of a Looked After Child
  • an up to date PEP for Looked After Children
  • medical / health information
  • identification of any other agency involvement.
  • Parents/carers are actively involved in the whole transitional process from the preparation for admission; throughout the actual prevention placement and during the period of reintegration to the referring school.
  • Statement/ECHP
  • Placement Reports for Central PRU
  • Relevant supporting information from additional professional


There are occasions where students are referred by Bradford Education and these students are included in the total number of places funded by HNB. These students are not always immediately known to the BACs for a number of reasons such as;

  • Students left area and returned during Key Stage 4, (a prior Bradford postcode is used by Bradford Education to determine allocation to BAC).
  • Student previously placed at Ellar Carr or Oastlers School.
  • Students returning from OLA from Residential School or Youth Offenders’ Centre.
  • Student placed in Bradford by another Local Authority.


On referring a student to Bradford District PRU, schools must complete all necessary referral paperwork and copy it to the following persons;

  • BAC’s Chair
  • Access and Inclusion Officers
  • Bradford District PRU

On receipt of a referral Bradford District PRU will arrange for an initial meeting and visit to the School in order for each student to undertake a short Induction Programme. Following the Induction programme a personalised timetable will be developed that may include provision in different sites across the city. Bradford District PRU will assist parents to make an application for transport where necessary following the guidance and policy laid out by Bradford Metropolitan District Council. All information can be found on the Council Website at;

It is important that all parties understand that the application process for transport can take up to thirty days as stipulated within the policy and it is the responsibility of the referring school to ensure that each student is in full-time education up to when an agreed start date can be arranged.


All referrals to Bradford District PRU are made through the Behaviour Support Service through the Inclusion Officers who attend the weekly BAC’s meetings or by placement from the Special Educational Needs Team. There are no direct referrals from the Admissions Team.

The majority of students placed within Bradford District PRU come from secondary schools and prior to referral for a place at Bradford District PRU students will have undertaken numerous interventions within mainstream school and many have had managed moves or short-term places at Aireview or Jesse St PRUs.

Some students are referred via the SEN Team and may have been previously placed in Ellar Carr PRU or from other Special Educational Needs schools from both within the Authority and from other Authorities when a student moves in the Bradford District.


For children and young people who have difficulties with their social, mental and emotional health, our Behaviour and Attendance Collaborative (BACs), both Primary and Secondary, provide a consistent way of managing the process of placement in the right setting to meet their needs. Each week, the schools and academies work together and meet to consider all possible options for those children and young people who are not coping in their current setting.

In partnership with the Local Authority, the BACs manage the process of assessing pupil and students’ needs and recommending placement within a wide range of provision. This includes working with the child together with his or her family to find mutually agreed solutions which might involve a move to a different school or academy or a recommendation for a period of time in one of our Pupil Referral Units or Alternative Provisions.

The BACs are committed to the following outcomes and targets:

  • No school or academy judged by OfSTED to be unsatisfactory for behaviour.
  • Reductions in persistent low-level disruption.
  • Significant year-on-year reductions in the level of permanent exclusions, fixed-term exclusions and the exclusion of particular vulnerable groups.
  • Significant year-on-year improvements in attendance.
  • Improvements in the educational attainment and personal development of vulnerable targeted groups of children and young people.

In order to do this, the schools and academies will work together to take shared responsibility for the educational provision for all children and young people who live in the local community. In this way schools and academies will share good practice, support each other and commit to truly inclusive and personalised provision which meets the needs of each individual pupil/student. The schools and academies ensure that they will seek, provide and transfer information so that hard-to-place pupils and students are admitted promptly. The needs of children and young people are paramount in these processes.

The Collaboratives work in partnership with schools, academies and other Services of the Local Authority and do not operate on an open/self-referral system for families.


September 2007 was the start of a new approach in dealing with behaviour and attendance in secondary schools. Encouraged by the DfES (DCSF), secondary schools have formed three Behaviour and Attendance Collaboratives (BACs) which take greater responsibility for all pupils in a collaborative’s schools, particularly those with behaviour and attendance difficulties.