Alice

Initial thoughts...
As the projects were called out during our first wider curriculum session, I found myself feeling anxious, relieved and suddenly fearful at what our project might entail. In amogst MFL projects, library projects and the vast projects involving ponds, the PRU school was finally allocated to us; with no funding and an overwhelming blank space from which to work from. Our first visit to the school was daunting but, on discussing ideas with the children, I felt excited at the prospect of having free reign over a space that could do so much for these children; children whom struggle with mainstream school.

Highlight of the Project...
On thinking about the highlights of our project, it’s hard to pinpoint one specific ‘highlight’ as we’ve had so many highs (and lows) along the way. Thinking back to the initial stages of our project, I greatly enjoyed fundraising and feel that we, not only managed to raise an unbelievable amount of money (£1300!) but were able to involve the local community in our efforts; increasing awareness about the school and the children within it. It was amazing to see how people responded to the project and how willing they were to support a school irrespective of the stigma attached to pupil referral unit schools. This was particularly evident when telling the children how much we’d raised – they didn’t believe that people would have wanted to support them, given the circumstances that they’d found themselves in a PRU school.

Biggest Challenge...
For me, the biggest challenge during the project was maintaining motivation, whilst juggling placement and other assignments too. Whilst planning to carry out the work during Easter seemed like a good idea back in October, it was really tricky to balance getting enough rest following placement and getting the work done. Thankfully, we worked well as a team and were good at recognising where someone needed support or rest and worked well together to get the job done.

End Thoughts
As the project comes to an end, I feel proud of what the team has achieved in such a short period of time and the legacy this space will leave for the children at Chichester PRU. Above anything, the project has enhanced my understanding of the specific needs of children in PRU schools. Whilst these children find mainstream schooling difficult, like anybody, these children have skills and knowledge that move beyond the classroom – practical, lifelong skills that should be enhanced through their education within a PRU school. The project has also enabled the breakdown of stereotypes that often limit children within PRU schools – particularly where the local community are concerned. Not only would I now feel comfortable working with children with behavioural needs, I feel comfortable in seeking support from the local community too, valuing the benefit of involving people beyond the school walls.