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Focuses on “Rob” (an anonymized Year 9 learner), including his background, referral context, SEN status, and attendance trends. Summarizes pre-intervention assessment using Boxall Profile and diagnostic scoring, then reports conduct, emotional, and learning observations using SNIP (2007) across informal and formal sessions, concluding with a pre-intervention analysis framework.","Part One: Child Study\nSituation\nThe Learn2 Education Centre (LEC) is an educational charity with one objective; To advance education for the public benefit for disaffected, disengaged and/or vulnerable young people and adults. As part of the provision, a maximum of six learners may attend one day per week to complete sessions in Functional Skills English and Maths, PSHE (Year 9) or Employability (Year 10/11) related units.\nThe LEC is situated in extended walking distance of a city centre and on number of main bus routes. The LEC has a welcome area with casual seating, a (small!) kitchenette, two delivery rooms and a soft seating room. All areas are designed for six learners to access.\nAll learners travel independently to our provision and are required to remain onsite throughout the whole day. Learners have access to an outside garden (weather permitting) at break times and Year 9 learners are not permitted to smoke. There are no other learners or visitors on site whilst scheduled groups are in attendance.\nSpecific to this child study, the identified learner is scheduled to attend The LEC one day per week with five other learners from his setting and year group. Two qualified and experienced teaching staff members co-ordinate delivery and support throughout the day.\n“Rob”\nAs per his pen portrait (Appendix 1: Pen Portrait), “Rob” (name changed to preserve anonymity) turned fourteen in January and is currently in Year 9 following a part-time timetable at the only city-run extended learning centre (locally referred to as a ‘PRU”; pupil referral unit) for Key Stage 3 learners. Rob describes that he enjoyed attending primary school and that it is his goal to be re-integrated into a specific local secondary school, however there are other schools that he would refuse to attend due to other learners that are on roll there. Rob currently has an open CAF (Common Assessment Framework) with an assigned ‘Children and Families First’ keyworker and he has a Special Educational Needs (SEN) status of ‘School Support’.\nUpon referral, Rob had a recorded attendance of 65.6% and academic working levels in English and Maths as Entry Level 1 – which we believe to be inaccurate following initial speaking, listening and social communications. Rob may be considered as slightly overweight for his age and size and at times he does make verbal reference to ‘being fat’. However, from our initial observations, we do not perceive his weight to be a leading cause of behaviours that cause concern within an educational setting.\nRob has been selected for this study, as we believe that as a Year 9 learner, he has the social and academic abilities and the personal desire to be successfully re-integrated into a mainstream academic environment, in time for him to complete his Key Stage 4 education. From our acquired knowledge, Rob rarely attends, engages or stays on task within his extended learning setting and he does not attend his other scheduled youth activity provision. Rob currently has a attendance rate of 83% with us and as such we believe that we have an opportunity to support his re-integration through our nurture setting.\nBoxall Profile (i)\nRob’s initial Boxall Profile was completed after attending three, complete daylong sessions, as it was intended he had time to settle into the routine, and familiarise himself with the expected standards within our provision and for our team to be able to observe his typical behaviours.\nRob’s initial Boxall Profile (Appendix 4, Pre-Intervention) identified two developmental strands (G, J) that he was perceived as least competently functioning in, followed by two (A, H) he was not quite competently functioning in. The categorisation for these being (G, J) displaying as -4 and -3 below the indicator scores and (A, H) displaying as -1 and 0 in comparison with the indicator scores. According to the pre-intervention profile results, Rob was completely functioning in six of the developmental strands (B, C, D, E and F, I).\nR","cbCais0SIzac3igC","https://ap.wps.com/l/cbCais0SIzac3igC","docx",844520,18,"English","en",105,"# Child Study\n## Situation\n## “Rob”\n## Boxall Profile (i)\n## Observation (i)\n## Observation (ii)\n## Pre-Intervention Analysis of the Boxall Profile","[{\"question\":\"What is the daily/weekly structure of the Learn2 Education Centre provision described in the document?\",\"answer\":\"A maximum of six learners attend one day per week for Functional Skills English/Maths, PSHE (Year 9) or Employability (Year 10/11) related units, with access to designated onsite areas and independent travel requirements.\"},{\"question\":\"What background information is given about Rob?\",\"answer\":\"Rob is an anonymized fourteen-year-old Year 9 learner with SEN status of “School Support,” an open CAF with a keyworker, and attendance history indicating he engages less reliably in his extended learning setting.\"},{\"question\":\"How were Rob’s Boxall Profile and diagnostic results used?\",\"answer\":\"His initial Boxall Profile was completed after three full-day sessions to capture typical behaviours, identifying least and least competently functioning strands and highlighting specific diagnostic areas with the lowest scores.\"},{\"question\":\"How were observations recorded and what areas were assessed?\",\"answer\":\"Conduct and Emotional behaviours were observed in informal situations and scored using SNIP (2007), while Learning and Emotional behaviours were observed in formal sessions using the same scoring tables.\"}]","Nurture Group Part A and B - Child Study | DOCX",1788238635,6,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":90,"head_meta":92,"extra_data":94,"updated_unix":28},"nurture-group-part-a-and-b-child-study","",{"@graph":36,"@context":89},[37,54,68],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/forms/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/nurture-group-part-a-and-b-child-study/168834/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":62,"encodingFormat":61,"isAccessibleForFree":63,"interactionStatistic":64},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-01",true,{"@type":65,"interactionType":66,"userInteractionCount":4},"InteractionCounter",{"@type":67},"ViewAction",{"@type":69,"mainEntity":70},"FAQPage",[71,77,81,85],{"name":72,"@type":73,"acceptedAnswer":74},"What is the daily/weekly structure of the Learn2 Education Centre provision described in the document?","Question",{"text":75,"@type":76},"A maximum of six learners attend one day per week for Functional Skills English/Maths, PSHE (Year 9) or Employability (Year 10/11) related units, with access to designated onsite areas and independent travel requirements.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"What background information is given about Rob?",{"text":80,"@type":76},"Rob is an anonymized fourteen-year-old Year 9 learner with SEN status of “School Support,” an open CAF with a keyworker, and attendance history indicating he engages less reliably in his extended learning setting.",{"name":82,"@type":73,"acceptedAnswer":83},"How were Rob’s Boxall Profile and diagnostic results used?",{"text":84,"@type":76},"His initial Boxall Profile was completed after three full-day sessions to capture typical behaviours, identifying least and least competently functioning strands and highlighting specific diagnostic areas with the lowest scores.",{"name":86,"@type":73,"acceptedAnswer":87},"How were observations recorded and what areas were assessed?",{"text":88,"@type":76},"Conduct and Emotional behaviours were observed in informal situations and scored using SNIP (2007), while Learning and Emotional behaviours were observed in formal sessions using the same scoring tables.","https://schema.org",{"og:url":52,"og:type":91,"og:title":14,"og:site_name":59,"og:description":15},"article",{"robots":93,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":96},[97,102,107,112,117,122,125,129,134],{"id":98,"doc_module":11,"doc_module_name":46,"category_name":99,"show_sort_weight":100,"slug":101},11,"Presentations",90,"presentations",{"id":103,"doc_module":11,"doc_module_name":46,"category_name":104,"show_sort_weight":105,"slug":106},12,"Resumes",80,"resumes",{"id":108,"doc_module":11,"doc_module_name":46,"category_name":109,"show_sort_weight":110,"slug":111},14,"Invoices",70,"invoices",{"id":113,"doc_module":11,"doc_module_name":46,"category_name":114,"show_sort_weight":115,"slug":116},15,"Posters",60,"posters",{"id":118,"doc_module":11,"doc_module_name":46,"category_name":119,"show_sort_weight":120,"slug":121},16,"Social Media",50,"social-media",{"id":12,"doc_module":11,"doc_module_name":46,"category_name":13,"show_sort_weight":123,"slug":124},40,"forms",{"id":21,"doc_module":11,"doc_module_name":46,"category_name":126,"show_sort_weight":127,"slug":128},"Letters",30,"letters",{"id":130,"doc_module":11,"doc_module_name":46,"category_name":131,"show_sort_weight":132,"slug":133},21,"Paper Templates",5,"papers-templates",{"id":135,"doc_module":11,"doc_module_name":46,"category_name":136,"show_sort_weight":4,"slug":137},158,"General","general-158"]