A PUPIL referral unit in Worcester has been highlighted as an example of best practice in a new report.

Ofsted inspectors recently visited Oakfield Pupil Referral Unit (PRU) in Stanley Road, Worcester, along with Holyoakes Field PRU in Redditch and 26 other units nationwide.

They found that "a clear sense of purpose and a strong working relationship with the local authority" were key features of the successful PRUs.

Christine Gilbert, Her Majesty's Chief Inspector for Education, Children's Services and Skills, said: "Too many Pupil Referral Units are inadequate but they could offer a second chance to children if they followed the example of the best units we have reported on today.

"The best units have a strong focus on pupils' progress, both their academic and personal development, they set high expectations and respond positively to the unique challenges they face.

"Local authorities and schools need to make sure they assist Pupil Referral Units in their vital work, for example by providing them with all the information about a pupil's prior attainment and working with them when it comes to reintegrating pupils into mainstream education."

The inspectors visited 28 PRUs in the country that were judged as either good or outstanding by Ofsted in 2005/06.

Maggie McLay, area co-ordinator for behaviour support in south Worcestershire, said: "We are delighted that Ofsted have recognised how well Oakfield is doing. We have three PRUs in this area, Oakfield, St John's and Martley and they are all doing fantastic. This is great news for us."

The report said the most effective PRUs offered pupils a curriculum that varied according to their needs. They focussed on building pupils' academic, social, emotional and behavioural skills as well as their confidence to help them prepare for a return to mainstream schooling or the next stage of their lives. All the PRUs visited knew pupils' social and behavioural needs well and regularly monitored their progress in these vital areas.

However, the inspectors also found that most of the PRUs visited received sparse information about pupils' academic progress from their previous schools, even though 14 of the local authorities had clear policies about what should be provided. This hampered the PRUs in establishing pupils' attainment levels on admission and finding the right starting point for learning.