This project was tightly focused on a particular target group of students - those who are likely to become school refusers. It must be seen within the context of a school which has a number of initiatives for managing and preventing disaffection and disruption including a support facility called `Cloisters'. The school has a well articulated behaviour policy and set of practices and has adopted a range of strategies to improve attendance.

The objective of the school's project was:

To reduce the numbers of students who become school refusers by early identification and immediate support both in and out of school.

In achieving this the school would be working towards reducing the number of students developing long-term non-attendance.

The project involved appointing a support worker who would work with targeted students to increase their attendance at school, and provide them with any necessary support in lessons.

This role was seen as very different from that of either an EWO, who does not (and could not) offer support in school and a support teacher/assistant who offers help only in a class situation.

The target group of students were those who appeared to be `at risk' of becoming non-attenders either through disaffection, or through fears or dislike of school (for whatever reason). In many cases these students include those who are emotionally or socially very immature, who find making social relationships hard, lack self confidence or are living in difficult social circumstances (often a combination of several or all of these). They may also experience difficulties in communication and learning. They may encounter problems in lessons or during breaks and lunchtimes, finding it difficult to cope with peers and unstructured situations.

The school's proposal was to set up a system whereby a support worker would offer support to the students at home, bringing them to school if necessary and support them for some lessons or during unstructured time as seemed necessary. Support for getting to school was an essential aspect of the scheme as some students may have parents who do not believe that it is important for the child to attend. A major aim was to prevent a student from establishing a habit of non-attendance. Most teachers would acknowledge that the longer a student is away from school the more difficult re-entry will be.

The school therefore advertised for a one-year temporary appointment for the post of Support Worker and was extremely fortunate in appointing a person who is prepared to work flexibly, is sympathetic to the needs of the students and the school and is totally committed to the aims of the project.

The pupils with whom she worked were identified after consultation with Form Tutors, Heads of Year and the Deputy Head (Student Services) to whom she is responsible.

Initially pupils in Year 7 were selected in line with the project's emphasis on prevention of non-attendance. The Support Worker meets the student with whom she is to work and also visits the home. In the case of a student who is not attending then she will visit the home without having first met the child. During the home visit, the Support Worker explains the nature of her work, emphasising the concern of the school because `X' is not attending regularly. Very often she meets the student during this visit as s/he is usually at home. In this case she will also talk to the pupil.

If any particular fears or troubles are expressed by the parent(s) or child, the SW will report these back to the school and discuss what action, if any, should or could be taken. This may involve the Deputy Head or a member of the pastoral staff in discussions with staff and/or students. (There may be fears of bullying from peers, work may be found too difficult or there could be irrational worries where a teacher may be able to offer further support if the student returns to school).

The Support Worker then arranges to `call and collect' the student and drive him or her to school. The Support Worker can work with up to six students at a time, perhaps at different stages of support, and this has to be considered when expanding the case load. It could be that for some of the students being escorted and transported to school, they form a group of three and travel together. However, in some cases, the Support Worker described how a very vulnerable child might be embarrassed at first to travel with anyone else, and they would therefore be picked up on an individual basis. In the case of one student, a boy whose family had rejected education and positively encouraged him to stay away from school, he was `picked up' a short distance from his home.

Travelling to and from school by car provides a good setting for establishing a relationship of trust between the worker and student. At school a variety of approaches can be adopted following earlier discussion between the student and the worker. This can vary from working (with support) in a withdrawal situation, to full-time unsupported participation in their own class/group. What has tended to be a more common occurrence is that the Support Worker has accompanied the student into class and been there to deal with any potential difficulty (particularly emotional and/or behavioural). Her role has been one of emotional support but she has always worked towards increasing the student's independence rather than encouraging dependence. (This is a difficult balance to achieve but in a protracted interview with the current post-holder I was convinced she managed it extremely well.)

Sometimes the student is given support (counselling or an informal chat) during break or lunchtimes. As stated earlier it may be during unstructured times that some students feel most vulnerable or isolated. The Support Worker uses this time to maintain a good relationship with the student and to help him/her to discuss (and seek solutions to) their problems. Thus there is an emphasis on helping the student to take on more responsibility but not thrusting them into situations without support.

In many cases the Support Worker may become aware of problems within the family. After consultation with the Deputy Head she may make contact with Social Services directly, or a member of the pastoral team may do so. She is, of course, often used as a counsellor/friendly adviser by parents with whom she has built up a relationship.

There is no doubt that this sort of project can be seen as expensive and labour intensive. There is a limit to the number of students who can be supported by a single adult and much of the work, particularly when supporting for some time in targeted lessons, may be on an individual basis. It is impossible to predict which students may require only short-term support. One or two may appear to require constant support and it may be necessary to `pass on' some of the in-school support to others after a period of time, as an extension of the project.

However, the project has enabled some students to attend school regularly who had already begun to be school absentees. Where vulnerable students are being brought within a school system which is sensitive to their needs and has a strong pastoral system, then it could be argued that it is impossible to put `a price' on enabling them to participate in education.

What evaluation has shown is:

• the supported students have attended school regularly and some now attend without any form of support
• some students now make their own way to school (most indicate the point at which they feel they can do this)
• students differ in the amount of support they need and in what situations

There is no evidence from the cases cited to suggest that students only come to school when collected and cease attending when transport is not available. Staff have observed an increase in self confidence and independence in the students who have been involved in the scheme. The attendance at the school has risen by 1% in the last year and Year 7 attendance has risen by just over 1 %.

The school has been so pleased with the success of the project that they have been seeking funding to maintain the SW, expanding the role to include some drugs education work and counselling.

This was the most original and innovative project evaluated. It is, of course, highly dependent on adequate funding in order for it to continue.

However, as the Project Director has pointed out, no other service offers equivalent provision. The school would argue that it is vital to have someone who works within and from the school base who is therefore familiar with school practices and policies and who can be seen as part of the school team. During the interview both the Project Director and the Support Worker convincingly argued the case for maintaining and extending the project. There is little doubt that the project has maintained some children in school who were beginning to set a pattern of non-attendance.