Support plan whilst on placement

The Pathway of a support plan

• School-based Mentors should first raise any concerns with the student themselves, and build this area into a weekly target, giving the student an opportunity to make progress. The school-based Mentor must be clear about what support has been put in place before a support plan is initiated. This should be evident in the weekly meeting section on PebblePad.
• If the student is still not making the required progress, then the school-based Mentor should let the university Lead Mentor know about their concern. At this stage, a school-based Mentor might perhaps speak to a colleague or even arrange an observation of the student by a fellow Mentor.
• We suggest that if the concerns are not addressed by satisfying weekly targets, the school-based Mentor will contact the universityLead Mentor who will arrange a Microsoft Teams meeting or visit to the school (this may coincide with the Progress Review visit). If the school-based Mentor and university Lead Mentor are agreed that progress is not as expected, a support plan will then be put in place as follows:
  1. The contents of the support plan is agreed between university Lead Mentor and school-based Mentor. The support plan needs to be completed there and then. This is to be directly inputted into PebblePad, but can be handwritten and later inputted into PebblePad if needed. The plan should detail targets that are:
     • SMART
     • Based on a maximum of three Core Areas or Teachers’ Standards
     • Based on the expected progress statements
     • Reviewed after five normal working days.
  2. Support plans should also set out the additional support to be provided by the school-based Mentor to help the student to be successful in the support plan. A date and time for the review meeting when an assessment will be made about progress will also be agreed. The support plan should last five normal working days, long enough for the student to demonstrate progress and be considered back in line with the trajectory that will allow them to make expected progress or meet the Teachers’ Standards by the end of the placement.
  3. The plan is discussed with the student and agreed as achievable. Email the Placements Team (carnegie.partnerships@leedsbeckett.ac.uk) to let them know the student is on a support plan. Students should understand that a follow-up meeting will be held to determine the outcome of the support plan. University Lead Mentors should offer additional personal support and inform the Level Lead.
  4. The university Lead Mentor and school-based Mentor will agree a date and time for the follow-up meeting. The university Lead Mentor needs to plan for an in-person visit. The university Lead Mentor should check-in with the school-based Mentor a day or two before the follow-up meeting to determine whether the student has made progress, and the placement will continue or whether the placement will need to be terminated. If the student has made progress and the placement will continue, the follow-up meeting can be via Microsoft Teams. Circumstances that will require an in-person follow-up meeting can include:
     • If the placement is to be terminated
     • If the school-based Mentor requests an in-person visit or requires more support
     • If the student requests an in-person visit

     The follow-up meeting, either via Microsoft Teams or in-person should include a discussion with the school-based Mentor and a tri-partite conversation with the student and school-based Mentor. An in-person visit may also include an observation of the student. The conclusion of this meeting will be either that the student continues placement, or the placement is terminated as a failed placement. The outcome of the meeting must be clearly communicated to the student at this time.

  5. Should a placement continue, the support plan review section needs completing by the university Lead Mentor on PebblePad. The university Lead Mentor will also email the Placements Team know the outcome of the support plan review.
  6. Should a placement be terminated, the placement termination form needs completing there and then. This is to be directly inputted into PebblePad but can be handwritten and later inputted into PebblePad if needed. The student is to then leave the school and return any property belonging to the school at that point, including any keys or passes. If the student has any of the school’s property, they must arrange to return this to the school at the first opportunity. A placement termination can be very distressing for a student, and it is worth checking if there will be anyone at home they can be with, or if there is somewhere they can go to be with someone for support.
  7. The student must contact their Personal Tutor within in a week to arrange a meeting to discuss next steps.