Behaviour and Attendance
Improvement
Pauline Edwards
My Background
My Role: Remodelling and
transformational change
Vision
A commitment “in practice” to the belief that:
Every Person Matters
Relationships and Communication Matters
Working together makes a real difference
Reflective practice impacts on outcomes
What is good practice for vulnerable learners is good
practice for all
‘KEY: MOTIVATION AND ENGAGEMENT IN THE
LEARNING JOURNEY’
“One model fits all”
NO!!
Locality Based Quadrant ‘Provision Management’:
We all have different needs requiring different
solutions- a responsive service!
The need for change-The Bigger
Picture…..
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Back on Track
Taking Back on Track Forward
CYPP
Ofsted
Every Child Matters-Children’s Act
White Paper
The Apprenticeships, Skills, Children and Learning Act 2009
“WE MUST WORK MORE EFFECTIVELY AS AN EARLY INTERVENTION AND PREVENTATIVE
MEASURE”
“NO SCHOOL CAN DO IT ALONE”
“WE ARE ALL ACCOUNTABLE AND ALL CONTRIBUTE TOWARDS THE BIGGER PICTURE”
We must find ways of promoting models of management which promote the SEAL and
Anti-Bullying agenda
‘STEP BY STEP CHANGE’
What has led to the need for
change?
Behaviour and Attendance-“If we carry on
with what we are doing, we will get the
same results”
What have the young people, parents and schools told us?
What has the data told us-schools in categories, vulnerable groups,
vulnerable families, progress and standards of attainment and
ultimately NEET?
What is the local, national agenda?
What did the young people tell
us….has it changed over the years?
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Why does the member of staff not notice me when I am doing good work.
They only notice the bad things I do
I change they do not change
They do not listen to the problems we are having outside of school, or how
hard it is for us to do our work
They do not listen to me when I am finding it hard to work, they just think I
am being bad
They give us work we can not do
They make us fit into their school
When I do not go to school its really hard to come back
They say I need to sort myself out, but they don’t sort themselves out
They say they will change things for me, but they don’t really change
anything.
WHY DO THEY MAKE ME FEEL SO BAD!
Building sustainable models of development at the secondary
level….
Area
Developments
Secondary Behaviour Services
-Partnership working (BAPS)
-Remodelling the ISS/BSS to form the CSS
(cohesion and increased corporate
responsibility)
-Remodelling our central support systems
-Working ‘smarter’
“Thinking outside of the box”
-Utilising “best practice”
-Increasing links with school improvement
-Encouraging cross phase working
-Rationalisation and expansion of
staffing/centre structures-flexible workforces
-Quadrant working-increased team
cohesion/cross quadrant working
-staff development
-Buildings and resources
-North East Pilots-Innovation Unit DCSF
Building Capacity
“Thinking outside the box”
Pilot Studies in the Children’s Support Services
(2009-2010: ROLL OUT: 2010-2011)
Colchester and Clacton: CSS and pilot mainstream schools
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Curriculum Content, Delivery and Design-relationship and communication modelskilled helper/reflective practitioner/increased family engagement
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Student Induction, Screening and assessment Systems-responding to local needs and
trends
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Teaching and Learning Frameworks and Tool kits (staff, students and
parents/guardians)-Skilled Helper Model/Reflective practice
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Staffing structures to reflect the needs of individuals and localities
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Mental Health Projects
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LABS
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Expanding curriculum provision
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Exit, and Outreach models
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Small school models
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Styles of leadership
KEY: Sustainable and systemic change in order to better the needs of our
most vulnerable learners, their families and ultimately increase standards
of progress and attainment for all and decrease NEET. Models that are
transferable to mainstream settings.
Appendix 1: Secondary CSS OUTREACH MODEL-Proactive and Preventative Approaches
CSS
“VEHICLE FOR CHANGE”
SYSTEMIC APPROACHES
TOWARDS SCHOOL IMPROVEMENT
Referral Panels eg: Positive Referral
Protocols
Clear accountability lines to show
preventative and proactive work has been
completed by school
Challenge-Robustness-Rigour
CSS Team
Improving outcomes
for
Vulnerable Learners
IMPACT OF OUTREACH
Individual school level
Vulnerable Learners
Working in partnership
with schools
Flexible Working
Bespoke Packages
Improvements:
RAISE-online
(achievement of vulnerable
Groups)
Ofsted: Behaviour grading
Attendance
Attitudinal analysis
IMPACT OF OUTREACH
BAP/Quadrant level
Vulnerable Learners
Identification-cohort need
CSS Quadrant support
Ofsted Report for
Partnership working good
or better
BAP Targets met
(behaviour/Attendance)
YOUNG PERSON
REFERRED TO CSS
Developing Capacity: In-school Alternative Provision
BASELINE: Identify Need/Set Targets
Analysis of individual student need
Family Engagement
Whole school needs analysis-RAISE-online: vulnerable groups
Flexible Workforces
Meeting cohort needs
Diversity Took kits
Provision Audit: In school provision
In-School
Support Systems: Vulnerable learners
(LABS)
Systems which link
Attendance, behaviour
and safeguarding to
Whole school outcomes
Family Engagement
Behaviour Management
LSU’s
Internal provision-Nurture groups etc
External provision
Screening and Assessment of
student needs-existing tools
Family Engagement
In-School Alternative Provision
Curriculum Packages-needs led
Design, Content and Delivery
BAPS
Development of cohort provision
Commissioning of CSS resources
In-school Alternative Provision
Quality of Teaching and Learning
Skilled Helper Training
Mediated Teaching and Learning
Reflection Groups
Coaching models:
supporting and developing staff skills
Primary Approaches…step by step
change….
Clear vision and strategic direction- “systemic” change and ‘thinking
outside of the box’
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Consultation and Re-organisation-Listening and acting on what we
hear from parents, students and schools
Partnership developments/cross phase working
Models of outstanding practice, support and strategies to schools
which impact on ‘systemic’ change
Working ‘smarter’ and generating flexible workforces
Building on our successes and strengths
‘CHALLENGE TO DO THINGS DIFFERENTLY-THINKING
OUTSIDE OF THE BOX’
SECONDARY BEHAVIOUR SUPPORT
LA
STRATEGIC LEADS
Antibullying/
SOUTH
WEST
MID
NORTH EAST
CSS
CSS
CSS
CSS
IDP
Heads of
schools/centres
Heads of
schools/centres
Heads of
schools/centres
Heads of
schools/centres
Behaviour Teams
Behaviour Team
Inclusion Manager
Behaviour
Team
Behaviour Team
In-centre/outreach
In-centre/outreach
JH/JK
In-centre/outreach
In-centre/outreach
SEAL/
IDP
LA
STRATEGIC LEADS
Antibullying/
SOUTH
WEST
MID
NORTH EAST
SEAL/
IDP
IDP
Inclusion Manager
Inclusion Manager
Inclusion Manager
Inclusion Manager
KH
DP
JH/JK
CC
Behaviour Teams
Behaviour Teams
Inclusion Manager
Behaviour
Teams
JH/JK
Behaviour Teams
Building Capacity: Working Together for
Success
CONTACT DETAILS
Pauline.edwards3@essex.gov.uk
Tel: 07805-897107