Pause, Reflect, Progress (PRP)

Dual-roll respite placement to prevent exclusion and support reintegration

Pause, Reflect, Progress (PRP) is a school-partnered respite provision for secondary-age pupils who are at risk of permanent exclusion, repeated suspension, placement breakdown, or disengagement from learning.

Pupils remain on roll with their referral school throughout the placement. PRP works in partnership with the school to provide a structured, time-limited period of support that helps stabilise presentation, understand barriers to learning, and plan a successful return.

PRP is not a permanent move, off-site drift, or a replacement for the school’s responsibility. It is a planned intervention designed to reduce exclusion risk and strengthen the school’s ability to support the pupil safely and effectively.

What PRP provides

During the placement, PRP focuses on:

stabilising behaviour and reducing immediate exclusion risk
understanding the pupil’s SEMH and learning barriers
identifying triggers, protective factors and effective support strategies
maintaining engagement with learning
providing weekly updates to the referral school
preparing a clear reintegration plan
supporting stronger SEN Support / ISP-ready planning where appropriate

Boxall-informed SEMH pathway

PRP can also include an enhanced Boxall-informed SEMH pathway, providing a structured way to understand the pupil’s social, emotional and behavioural presentation.

This helps schools move beyond simply recording incidents and instead understand:

what situations increase difficulty
what support helps the pupil regulate
what barriers affect learning access
what adjustments may support reintegration
what strategies should continue when the pupil returns

All reporting is education-focused and non-clinical. PRP does not diagnose. It provides practical, school-facing evidence to support planning, reintegration and ongoing SEN Support.

What schools receive

Each PRP placement includes:

weekly progress reports
behaviour and engagement tracking
structured SEMH / learning observations
response-to-support evidence
Boxall-informed profile summary where applicable
reintegration recommendations
end-of-placement summary
clear next steps for the referral school

Why schools use PRP

Schools use PRP when a pupil needs a structured pause before relationships, behaviour or placement stability break down further.

PRP helps schools:

reduce the risk of permanent exclusion
avoid unmanaged escalation
evidence support that has been tried
strengthen reintegration planning
identify practical strategies that work
support SENCOs, pastoral teams and senior leaders with clearer evidence
keep the pupil connected to their school community through a dual-roll model

Our model

PRP is:

time-limited
dual-roll
school-partnered
reintegration-led
evidence-based
focused on inclusion and prevention

The aim is always to help the pupil return with a clearer understanding of need, a practical support plan, and a stronger chance of sustained success.