Brian Stewart, HMI

1
Supporting pupils

• Brian Stewart, HMI
• National Specialist, support for pupils

2
How we inspect support for pupilsHMI work in
SfPThe inclusion agendaQuestions and
discussion
3
How we now inspect support for pupils
4
Underlying rationale

• Inspections need to focus on the impact of
  pastoral care, support for the learning of ALL
  pupils, and the promotion of attainment and
  achievement for ALL learners
• A key concern is the NEET group
• We cant directly get to this group, so we focus
  on the CHARM groups through pursuing audit trails
• There are various CHARM groups, and in any
  particular inspection there will be CHARM groups
  who are specific to that school

5
What do we do?

• Week 1 (scoping)
• The team identifies key audit trails arising from
  the schools context (high attainers, MOR pupils,
  classic CHARM groups, etc.), identifies pupils
  within these, and where they can be found during
  week 2
• Week 2
• The pupil support inspector follows these trails,
  investigating further as necessary and liaising
  with CTM
• Subject inspectors also follow these trails on
  their patch
• Pupil support is the responsibility of all staff,
  and its inspection is the job of the whole team

6
What do we do?

• Week 1 (scoping)
• The team identifies key audit trails arising from
  the schools context (high attainers, MOR pupils,
  classic CHARM groups, etc.), identifies pupils
  within these, and where they can be found during
  week 2
• Week 2
• The pupil support inspector follows these trails,
  investigating further as necessary and liaising
  with CTM
• Subject inspectors also follow these trails on
  their patch
• Pupil support is the responsibility of all staff,
  and its inspection is the job of the whole team

7
(No Transcript)
8
The report

• Background
• Key strengths
• How well does the school promote achievement for
  all?
• How good is the environment for learning?
• Leading and improving the school
• What happens next?
• Appendix 1 Indicators of quality
• Appendix 2 Summary of questionnaire responses
• Appendix 3 Attainment in Scottish Qualifications
  Authority (SQA) National Qualifications
• How can you contact us?

9
The report

• There is a bullet on the PSE programme within the
  curriculum paragraph.
• The impact of curricular and vocational guidance
  appears in the curriculum paragraph.
• The impact of learning support and other measures
  are incorporated within the meeting needs
  paragraph, which is wider and bigger than before,
  and represents a key input.
• The delivery of PSE contributes to teaching and
  learning evaluations.
• The impact of the PSE programme appears within
  the personal and social development paragraph,
  which incorporates wider achievement and is
  evaluative
• There is a paragraph on pastoral care (in the
  environment for learning section).
• Reports now tell a clearer story and relate
  better to the schools context.

10
Any questions so far?
11
Wider HMIE work in support for pupils
12
Identifying good practice

• Good practice visits to explore in more detail
  the features of very good practice
• The aim is to have a resource on HMIE website to
  support the profession in examining their
  practice and finding sources of best practice

13
Emerging good practice

• Successful PSE courses where they
• Are well taught, with modern, relevant resources
• Have a clear rationale
• Roles of staff are successful when
• All staff accept responsibility to look out for
  pupils, such as changes in demeanour and attitude
  and enable early intervention
• Key staff have the whole picture of each pupil in
  their caseload and co-ordinate effective
  intervention
• Each pupil has a member of staff who is
  accessible to them and receptive to discussion
  and subtle requests for help
• There is a continuous spectrum of support for
  pupils, but overall responsibility for each pupil
  remains clear

14
Concerns?

• PSE courses
• Too often boring and repetitive or fragmented
• Can we differentiate better? Can we link better
  to other school experiences?
• Should it be certificated?
• Are they up-to-date (cyber-bullying, identity
  theft, grooming)?
• Pupils sometimes slip away from pastoral care
  staff as they (the pupils) work more with SfL,
  FE, other agencies, or the DHT
• Flow of information
• Are very early concerns easy to pass to guidance
  staff?
• Do guidance staff give enough feedback?
• Are some groups of pupils invisible?

15
Additional issues

• The impact of new management structures arising
  from TP21
• The widening inclusion landscape

16
Comments, questions and suggestionsso far?
17
The inclusion agenda
18
Inclusion

• By inclusion we mean taking positive action and
  intervening in order to
• enable achievement for all, with each individual
  achieving to his or her potential, and
  achievement being defined in terms of the broad
  range of outcomes of the formal and informal
  curriculum, and all experiences which give rise
  to it
• acknowledge, address and embrace social and
  cultural diversity
• enable the participation of all individual
  learners and groups of learners by means of
  appropriate pathways for progression and
• focus on and address the needs of all learners
  and removing or reducing any barriers, so that
  learning is personalised and they are enabled to
  meet their potential.

19
Equality and equity

• The term equality of opportunity is used for
  those approaches which aim to ensure that people
  are not excluded from particular activities. It
  implies equal access to education or other
  services.
• Equity means treating people fairly, but not
  necessarily treating people the same. It is
  about receiving fair treatment, that is, a
  response which meets individual needs. It does
  not necessarily mean receiving the same
  treatment.

20
HMIEs CHARM task

• This task involves a group of HMI in looking at
  provision and support for CHARM groups across
  education authorities
• How are these groups identified?
• What is done to support them?
• How do schools know they have been successful?

21
The classic CHARM groups

• Looked after children
• Children of travellers
• Children with EAL
• Children of asylum seekers
• Children with additional support needs
• Low attaining children
• Pupils with high absence rates
• Chronically ill children
• Teenage parents

22
Emerging CHARM groups

• LGBT
• Children with mental health issues, or those
  dealing with their parents mental health issues
  (perhaps through drug dependency)
• Children with a range of other difficult home
  circumstances
• Young carers
• Pupils who could be attaining and achieving more
  highly

23
HMIEs role

• To inspect support for these pupils within
  schools, and within INEA, CP and SfC inspections
• To collect and promote best practice
• To maintain a focus on these groups so that the
  system remains aware of them and the need to
  support them

24
Other HMIE tasks

• Examining the impact of
• Curricular flexibility
• Offsite behaviour units
• CLD links with schools

25
HMIEs work on inclusion

• D3 tasks
• CHARM
• EXHGIO
• LNDS
• EVALDYSL
• CUIFU
• CFLFU
• LAC

• D2 tasks
• CURRFLXPRI
• ATTAINPRI
• NURTURE
• GAPRI
• PVOICE

• D1 tasks
• ASNEE

• D4 tasks
• LEPAO
• EVSFW

Equality and Diversity Group HMIEs internally
facing work
Inclusion Reference Group HMIEs externally
facing work

• D5 tasks
• CLDATTAIN
• LSEPRIS
• TP21CON

IRSG

• SFCU tasks
• TACL

LI/NS links
Policies and strategies
Policies and strategies
Links with SE and LTS groups
26
HM Inspectorate of Education
27
Final questions and points?

• Brian.Stewart_at_hmie.gsi.gov.uk