Guidance for reintegration of pupils after a leave of absence

Medical reasons

• Mental health support - ensure access to mental health professionals and create a supportive environment that reduces stigma. 
• Gradual reintegration - consider a gradual reintegration plan that allows the pupil to adjust at their own pace.

Family reasons (eg bereavement, family issues)

• Positive Behaviour Support Plan (PBSP).  Develop a PBSP that includes clear expectations and consequences. It needs to address the triggers and functions of behaviour that led to suspensions and/or exclusions, and include proactive interventions that address these causes. Ensure any reasonable adjustments from the school behaviour policy are made clear, and that the PBSP is shared with and upheld by all staff. This should be reviewed regularly and include the voice of child and their family. 
• Restorative Practices: Implement restorative practices to help the pupil understand the impact of their behaviour and rebuild relationships. 

Neurodiversity

Wider consideration of meeting neurodivergent needs in the context of an educational setting and reducing barriers to non-attendance. 

Supporting those who have experienced trauma

Norfolk Virtual School has a statutory responsibility to promote the education outcomes of children in care and previously in care and a non-statutory duty for children with a social worker and those in kinship care. Norfolk Virtual School can provide support in accessing training on the impact of developmental and relational trauma. Lived experiences for pupils may be a contributing factor to barriers to attendance or may need to be considered for reintegration to be successful. Best practice to support Norfolk Virtual School cohorts includes:

• Collaborative working to involve all professionals around the child in planning for re-integration to ensure that wider needs are considered (E.g. Social Worker, Virtual School)
• For Children in Care, their Personal Education Plan (PEP) will include a discussion to support attendance. For Previously in Care and Kinship a Voluntary PEP (VPEP) can be held to facilitate communication between home and school where appropriate and the Virtual School can support as required. 

The Norfolk Virtual School can also provide support, information, advice, guidance and training on working with unaccompanied asylum seeking or separated migrant children and young people including the barriers and challenges CYP face pre and post migration, trauma aware practice tools and their journey once arrived in the UK. The REDI team can also; provide support to children of refugee/asylum seeker families, signpost to trauma informed training, tailored to displaced children, and support schools in developing a welcoming ethos and inclusive practices though the 'School of Sanctuary Award'. Further information and guidance can be found in the Virtual School page. 

The Being a Buddy Student Booklet is a great resource to help schools introduce and support buddy systems. It offers practical guidance and activities that promote empathy, inclusion, and peer support—key elements in helping pupils feel safe, connected, and understood.