Behaviour and Attendance Behaviour and Attendance ImprovementImprovement

Pauline EdwardsPauline Edwards

My BackgroundMy Background

My Role: Remodelling and My Role: Remodelling and transformational change transformational change

VisionVision

A commitment “in practice” to the belief A commitment “in practice” to the belief that:that:

Every Person MattersEvery Person MattersRelationships and Communication MattersRelationships and Communication MattersWorking together makes a real difference Working together makes a real difference Reflective practice impacts on outcomesReflective practice impacts on outcomes

What is good practice for vulnerable learners What is good practice for vulnerable learners is good practice for allis good practice for all

‘‘KEY: MOTIVATION AND ENGAGEMENT IN THE KEY: MOTIVATION AND ENGAGEMENT IN THE

LEARNING JOURNEY’LEARNING JOURNEY’

““One model fits all”One model fits all”NO!!NO!!

Locality Based Quadrant ‘Provision Management’: Locality Based Quadrant ‘Provision Management’: We all have different needs requiring different We all have different needs requiring different

solutions- a responsive service!solutions- a responsive service!

The need for change-The The need for change-The Bigger Picture…..Bigger Picture…..

Back on TrackBack on Track Taking Back on Track ForwardTaking Back on Track Forward CYPPCYPP OfstedOfsted Every Child Matters-Children’s ActEvery Child Matters-Children’s Act White Paper White Paper The Apprenticeships, Skills, Children and Learning Act 2009The Apprenticeships, Skills, Children and Learning Act 2009

““WE MUST WORK MORE EFFECTIVELY AS AN EARLYWE MUST WORK MORE EFFECTIVELY AS AN EARLY INTERVENTION AND INTERVENTION AND PREVENTATIVE MEASURE”PREVENTATIVE MEASURE”

““NO SCHOOL CAN DO IT ALONE”NO SCHOOL CAN DO IT ALONE”

““WE ARE ALL ACCOUNTABLE AND ALL CONTRIBUTE TOWARDS THE BIGGER WE ARE ALL ACCOUNTABLE AND ALL CONTRIBUTE TOWARDS THE BIGGER PICTURE”PICTURE”

We must find ways of promoting models of management which promote the We must find ways of promoting models of management which promote the SEAL and Anti-Bullying agendaSEAL and Anti-Bullying agenda

‘‘STEP BY STEP CHANGE’STEP BY STEP CHANGE’

What has led to the need for What has led to the need for change?change?

Behaviour and Attendance-“If we carry Behaviour and Attendance-“If we carry on with what we are doing, we will on with what we are doing, we will

get the same results”get the same results”

What have the young people, parents and schools told us?What have the young people, parents and schools told us?

What has the data told us-schools in categories, vulnerable What has the data told us-schools in categories, vulnerable groups, vulnerable families, progress and standards of groups, vulnerable families, progress and standards of attainment and ultimately NEET?attainment and ultimately NEET?

What is the local, national agenda?What is the local, national agenda?

What did the young people tell What did the young people tell us….has it changed over the us….has it changed over the

years?years? Why does the member of staff not notice me when I am doing Why does the member of staff not notice me when I am doing

good work. They only notice the bad things I dogood work. They only notice the bad things I do I change they do not changeI change they do not change They do not listen to the problems we are having outside of They do not listen to the problems we are having outside of

school, or how hard it is for us to do our workschool, 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 They do not listen to me when I am finding it hard to work, they

just think I am being badjust think I am being bad They give us work we can not doThey give us work we can not do They make us fit into their schoolThey make us fit into their school When I do not go to school its really hard to come back 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 They say I need to sort myself out, but they don’t sort themselves

outout They say they will change things for me, but they don’t really They say they will change things for me, but they don’t really

change anything.change anything. WHY DO THEY MAKE ME FEEL SO BAD!WHY DO THEY MAKE ME FEEL SO BAD!

Building sustainable models of development at the Building sustainable models of development at the secondary level….secondary level….

AreaArea DevelopmentsDevelopmentsSecondary Behaviour ServicesSecondary Behaviour Services -Partnership working (BAPS)-Partnership working (BAPS)

-Remodelling the ISS/BSS to form the -Remodelling the ISS/BSS to form the CSS (cohesion and increased corporate CSS (cohesion and increased corporate responsibility)responsibility)

-Remodelling our central support -Remodelling our central support systemssystems

-Working ‘smarter’-Working ‘smarter’

““Thinking outside of the box”Thinking outside of the box” -Utilising “best practice”-Utilising “best practice”

-Increasing links with school -Increasing links with school improvementimprovement

-Encouraging cross phase working-Encouraging cross phase working

-Rationalisation and expansion of -Rationalisation and expansion of staffing/centre structures-flexible staffing/centre structures-flexible workforcesworkforces

-Quadrant working-increased team -Quadrant working-increased team cohesion/cross quadrant workingcohesion/cross quadrant working

-staff development-staff development

-Buildings and resources-Buildings and resources

-North East Pilots-Innovation Unit DCSF-North East Pilots-Innovation Unit DCSF

Building CapacityBuilding Capacity “Thinking outside the box” “Thinking outside the box”

Pilot Studies in the Children’s Support Pilot Studies in the Children’s Support Services (2009-2010: ROLL OUT: 2010-2011)Services (2009-2010: ROLL OUT: 2010-2011)

Colchester and Clacton: CSS and pilot mainstream schoolsColchester and Clacton: CSS and pilot mainstream schools Curriculum Content, Delivery and Design-relationship and communication Curriculum Content, Delivery and Design-relationship and communication

model-skilled helper/reflective practitioner/increased family engagementmodel-skilled helper/reflective practitioner/increased family engagement Student Induction, Screening and assessment Systems-responding to local Student Induction, Screening and assessment Systems-responding to local

needs and trends needs and trends Teaching and Learning Frameworks and Tool kits (staff, students and Teaching and Learning Frameworks and Tool kits (staff, students and

parents/guardians)-Skilled Helper Model/Reflective practiceparents/guardians)-Skilled Helper Model/Reflective practice Staffing structures to reflect the needs of individuals and localitiesStaffing structures to reflect the needs of individuals and localities Mental Health ProjectsMental Health Projects LABSLABS Expanding curriculum provisionExpanding curriculum provision Exit, and Outreach modelsExit, and Outreach models Small school modelsSmall school models Styles of leadershipStyles of leadership

KEY: Sustainable and systemic change in order to better the needs of KEY: Sustainable and systemic change in order to better the needs of our most vulnerable learners, their families and ultimately increase our most vulnerable learners, their families and ultimately increase standards of progress and attainment for all and decrease NEET. standards of progress and attainment for all and decrease NEET. Models that are transferable to mainstream settings.Models that are transferable to mainstream settings.

Appendix 1: Secondary CSS OUTREACH MODEL-Proactive and Preventative Appendix 1: Secondary CSS OUTREACH MODEL-Proactive and Preventative Approaches Approaches

BASELINE: Identify Need/Set TargetsAnalysis of individual student needFamily Engagement Whole school needs analysis-RAISE-online: vulnerable groups

CSS Team Improving outcomes

forVulnerable Learners

Working in partnership with schools

Flexible WorkingBespoke Packages

Referral Panels eg: Positive Referral

ProtocolsClear accountability lines to show

preventative and proactive work has been completed by school

Challenge-Robustness-Rigour

YOUNG PERSON REFERRED TO CSS

IMPACT OF OUTREACHIndividual school levelVulnerable Learners

Improvements:RAISE-online (achievement of vulnerableGroups)Ofsted: Behaviour gradingAttendanceAttitudinal analysis

BAPS Development of cohort provision Commissioning of CSS resources

In-school Alternative Provision Quality of Teaching and Learning

Skilled Helper TrainingMediated Teaching and Learning

Reflection GroupsCoaching models:

supporting and developing staff skills

CSS“VEHICLE FOR CHANGE”SYSTEMIC APPROACHES

TOWARDS SCHOOL IMPROVEMENT

In-SchoolSupport Systems: Vulnerable learners

(LABS)Systems which link

Attendance, behaviourand safeguarding to

Whole school outcomesFamily Engagement

In-School Alternative Provision

Curriculum Packages-needs led Design, Content and Delivery

Provision Audit: In school provision

Behaviour ManagementLSU’sInternal provision-Nurture groups etcExternal provisionScreening and Assessment of student needs-existing tools Family Engagement

Developing Capacity: In-school Alternative Provision

Flexible Workforces Meeting cohort needs

Diversity Took kits

IMPACT OF OUTREACHBAP/Quadrant levelVulnerable Learners

Identification-cohort needCSS Quadrant supportOfsted Report forPartnership working good or betterBAP Targets met(behaviour/Attendance)

Primary Approaches…step by Primary Approaches…step by step change….step change….

Clear vision and strategic direction- “systemic” change and Clear vision and strategic direction- “systemic” change and ‘thinking outside of the box’‘thinking outside of the box’

Consultation and Re-organisation-Listening and acting on Consultation and Re-organisation-Listening and acting on what we hear from parents, students and schoolswhat we hear from parents, students and schools

Partnership developments/cross phase workingPartnership developments/cross phase working Models of outstanding practice, support and strategies to Models of outstanding practice, support and strategies to

schools which impact on ‘systemic’ change schools which impact on ‘systemic’ change Working ‘smarter’ and generating flexible workforcesWorking ‘smarter’ and generating flexible workforces Building on our successes and strengthsBuilding on our successes and strengths

‘‘CHALLENGE TO DO THINGS DIFFERENTLY-THINKING CHALLENGE TO DO THINGS DIFFERENTLY-THINKING OUTSIDE OF THE BOX’OUTSIDE OF THE BOX’

SOUTH

CSS

WEST

CSS

MID

CSS

NORTH EAST

CSS

Heads of schools/centres

Heads of schools/centres

Heads of schools/centres

Heads of schools/centres

LA

STRATEGIC LEADS

Inclusion Manager

JH/JK

Behaviour Teams

In-centre/outreach

Behaviour Team

In-centre/outreach

Behaviour Team

In-centre/outreach

Behaviour Team

In-centre/outreach

Anti-bullying/

IDP

SEAL/

IDP

SECONDARY BEHAVIOUR SUPPORT

SOUTH WEST MID NORTH EAST

Inclusion Manager

KH

Inclusion Manager

DP

Inclusion Manager

JH/JK

Inclusion Manager

CC

LA

STRATEGIC LEADS

Inclusion Manager

JH/JK

Behaviour Teams Behaviour Teams Behaviour Teams Behaviour Teams

Anti-bullying/

IDP

SEAL/

IDP

Building Capacity: Working Together Building Capacity: Working Together

for Success for Success

CONTACT DETAILS

Pauline.edwards3@essex.gov.uk

Tel: 07805-897107