A MOTHER claims her son has had only two weeks of constant education at a Rotherham academy which promised he would not be excluded or suspended when he started there in September.

However, the academy insists time is needed to find a package of education which works for individual special needs children.

The youngster was moved to Elements Academy, in Dinnington, because of behavioural issues.

At the time, his mother was relieved because she was assured the school had the facilities and expertise to deal with his needs.

That was important to her because, she said, she was keen to ensure that he did not fall behind with classwork.

But since then, he had only completed two full weeks at the school.

Instead, she said: “Within a week, he was suspended.”

Since then, the academy had tried various measures, including taking him for an hour a day’s eduction outside the school environment, in places like libraries.

placeholder image — Bespoke education: Elements Academy

A laptop computer had also been provided, for him to take part in online sessions from home.

He was planned to return to classes after half term, but on the first day, she was contacted ten minutes after his collection time to say he could not attend because of a teacher shortage.

That caused him to have a “melt down”, she said, “smashing the house up, because he was really looking forward to it.

“It is beyond a joke, I only sent him because the said he would not be suspended, they would work around it.

“All they have done is suspend him, I don’t know where to turn,” she said.

The academy said in a statement: “We are unable to comment on individual cases, as this information is highly confidential. However, it is important to understand the difference between mainstream and special education provision.

"Mainstream education requires all students to access a full timetable, and the expectation is that a child will attend school every day in term time. Specialist education provision is not the same. It is a child-led provision and usually involves multi-agency support. The level and type of education and care (full-time, part-time, full syllabus, adapted syllabus, onsite, at home) is tailored specifically to their individual needs and can fluctuate.

“At this school, most of our children access a full school day on-site. However, some children have complex needs, and adaptations need to be made to meet them.

"Some of the children are unable to attend school and have a home-based provision, and some are on a part-time school provision.

"Our intention is always to get children back into full-time, on-site education wherever possible, but it depends on their progress and their needs.

“Our devoted school staff members, supported by our trust, create nurturing environmentsand build trust with children (and their families) who may have been out of education for some time.

"Once we understand their unique challenges, we can start removing barriers to on-site education. We work extremely closely with families and relevant agencies to ensure we are delivering the most effective provision for each child.

"Effective collaboration is crucial, as we know that when the school, family, relevant agencies (care, health), and the student work closely together, we achieve the best possible outcomes.

“During any transition, it takes time to see the full positive impact and effectiveness.”