happy, safe and achieving their potential

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happy, safe and achieving their potential

• a standard of support for children and young
  people in Scottish schools
• Supporting Implementation

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Aims of this presentation

• To further staff understanding of the report
• To put the report in context
• To support staff in the implementation of the
  report
• To consider next steps

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Outcomes for Support for Learning staff

• Recognise the Standards and stated outcomes for
  young people
• Are familiar with the following
• responsibility that each school has in
  implementing the Standards
• contribution that each Support for Learning
  teacher can make in implementing the Standards
• types of evidence of outcomes from the
  perspective of young people and their parents
• complementary aspects of national documents

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Background to the report More Than
Feelings of Concern (1986) Standards in
Scotlands Schools Act (2000) ? supporting each
young person to achieve full potential ?
presumption of mainstream for all
pupils Discipline Task Group Report - Better
Behaviour - Better Learning (2001) ? working
together ? holistic approach ? recommended
review of support for pupils The Teachers
Agreement (2001) ? describes the role of
teachers in meeting the educational,
care and welfare needs of children and young
people. ? Annex B requires that all teaching
staff share this responsibility
Personal Support for Pupils in Scottish Schools
(a report by HMIe 2004) ? emphasised the need
for consistency and continuity in Scottish schools
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Summary of the report

• describes common principles for the development
  of Personal Support in Scottish schools
• sets out a standard of support for pupils and
  parents
• clarifies the respective roles of school staff
  and authorities in the provision and development
  of support to pupils
• recognises the role of partner agencies in
  supporting pupils and assisting staff in schools
  to provide support
• points to current practices in Scotland which
  exemplify different approaches emerging to
  providing Personal Support in school

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Continuing evolution of personal support

• in the past
• at present
• in the future

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Expectations of young people and their parents

• To find support to meet their needs
• personal
• social
• learning

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In effective schools, education and welfare are
complementary processes (HSAP, page 5)- the
link between support and learning

• Activity 1
• Reflect on a time when you were learning
  something new. Think about the personal support
  you needed and were offered. What difference did
  it make?
• Consider a time when you identified a need in a
  young person for personal support and offered it.
  What difference did it make to their learning?
• Now consider a time when you witnessed one young
  person provide personal support to another which
  made a difference to the latters learning.

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Three Aspects of Personal Support

• Learning for life
• Review of individual progress
• Access to support

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Significant challenges young people may face
include

• bereavement
• bullying
• homelessness
• running away
• sleeping rough
• being looked after and/or accommodated
• pregnancy
• being a member of a drug misusing family
• living with domestic abuse and/or violence

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However the present and future lives of all young
people involve

• a range of skills such as communicating,
  negotiating, resolving, etc
• in a myriad of complex interrelated contexts
  including
• Making transitions
• Choosing friends, making and breaking friendships
• Setting personal goals and reflecting on
  achievements
• Making subject choices and career planning
  decisions
• Coping with deadlines, tests and exams
• Taking personal responsibility such as for health
  and personal habits
• Developing personal identity and sexual identity
• And more.

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The young people in your school

• Activity 2
• Think of an example of personal support which you
  provided for a young person which was not linked
  to a higher tariff situation but nonetheless was
  important and made a difference.
• Think of an example of personal support which you
  did provide in a situation that was proving to be
  very difficult for the young person and support
  from an empathic adult who knew the young person
  was critical.
• Discuss with a colleague the nature of the
  situations the young people were in, the ways in
  which you provided personal support and the
  outcomes.

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Implementation

• Each Standard has been expanded setting out
• what it means
• outcomes for young people
• some practice issues
• Additionally the Implementation Support Resource
  provides
• examples of inputs
• examples of evidence of outcomes of implementation

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Examples of inputs

• Activity 3
• Read the 4 examples from HSAP which provide
  examples of provision of personal support.
• Highlight specific words and/or phrases which
  were crucial actions on the part of the school
  staff in providing personal support.
• Consider the skills and attributes required by
  the staff to enable them to work effectively to
  provide personal support.

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Role of teachers

• build positive relationships
• encourage responsibility in young people
• act as a source of information
• identify needs and concerns regarding welfare as
  well as academic progress
• understand role of and involve specialist staff
  and other agencies
• communicate effectively with parents
• be accountable for identifying and responding to
  young peoples needs, in partnership with others

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Role of specialist staff Principal Teachers

• ensure a key person takes responsibility
• support other staff in fostering relationships
  with children
• support young people and their families in
  resolving complex problems
• provide high quality programme of Education for
  Personal Social Development
• co-ordinate and integrate services in school as
  well as outwith
• collate information to monitor, support and track
  progress and share appropriately including with
  young people
• co-ordinate support plans for those who need them

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Role of Senior Managers and Headteachers

• model and promote a climate of co-operation and
  collaboration
• plan to improve support to young people evaluated
  against clear objectives
• ensure appropriately staged intervention
• drive the development of partnerships
• ensure staff development leads to enhanced
  support
• be responsible for excellence in supporting
  pupils

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The perspective of young people and their parents

• Activity 4
• You may record your responses on the chart
  provided.
• Consider examples of your schools provision of
  personal support.
• What would a young person in S1, S3 and S5 say
  that provides evidence of the implementation of
  high quality personal support? Their comments
  could come through their learning, attitudes and
  behaviours.
• What would parents of young people in S2, S4 and
  S6 say?

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Links with A Curriculum for Excellence

• Teachers support young people to become
  successful learners, confident individuals,
  responsible citizens and effective contributors
• by
• basing classroom practice upon the young person
  and around the four capacities
• adapting learning and teaching strategies to
  encompass less chalk and more talk!
• preparing young people better for lifelong
  learning, balancing vocational and academic
  aspects of education
• creating a rationale for EPSD, which has a single
  framework for the curriculum and using the
  curriculum wide themes

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Links with HGIOS (3)QIs
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Links with HGIOS (3)QIs
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Links with HGIOS The Journey to Excellence10
Dimensions
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Link with HGIOSThe Journey to Excellence10
Dimensions
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Next steps

• How well are we doing in providing personal
  support for all young people?
• How do we know?
• Which areas of personal support do we need to
  improve and why?
• How can we achieve improvement?