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Teenage Pregnancy:Education or Parenting – the
Education of Teenage mothers in StockportKathy Burton
Moat House Stockport July 2015
Why is teenage pregnancy a challenge?
(issues for teenage mums and their children)
Issues for teenage mums• 40% of teenage mothers giving birth in the 3
years before the 2001 census had no qualifications
• Estimated 70% 16-19 year old mums are NEET (not in employment, education or training)
• Tend to have poor emotional health and well-being
Issues for teenage mums……• By the age of 30
22% more likely to be living in poverty than mothers giving birth aged >24
20% more likely to have no qualifications Much less likely to be employed or living with a
partner If they do have a partner, he is more likely to
be unemployed and have poor qualifications 63% higher risk of their child living
in poverty
Issues for the children of teenage mums
• Children born to teenage mums; Are at higher risk of being of low birth-weight Have 60% higher risk of infant mortality Are less likely to be breastfed Are more likely to be living in a smoking
household Have higher rates of admission to A & E
• Children born to teenage mums: Are more likely to live in deprived areas Are likely to do less well at school Are more likely to disengage from learning Are more likely to become teenage parents
themselves
Leading to:
A high risk of a poor economic future – the cycle continues
Why do teenage pupils get pregnant?
What do we find in Stockport?
• A history of disengagement with school / education – attendance frequently less than 50% in previous full school year
• Lack of progress between KS2 and KS3• History of fixed term exclusions – more than one
secondary school attended• History of mental health problems (past and
ongoing) in both pupil and parent(s)• Baby’s father frequently non-school attender /
NEET / excluded / no longer around
Possible models of education• Stay at mainstream school – home tuition /
PRU/AP or off-site provision in latter stages of pregnancy
• Return to school / offsite provision after birth (Up to 18 weeks authorised absence for maternity leave)
• Attend a PRU for some or part of time – PRU may be part of home/hospital provision, joint provision or dedicated provision with childcare
• Childcare funded through “Care to Learn” to cover nursery / child minder costs
Stockport’s Model• Dedicated PRU for pregnant teenagers and teenage
mothers up to Y12 (and some Y13)• On-site nursery• Pupils can be referred by: Care Pathway (midwife
led); high school staff; Young People’s Workers; Social workers; self / family; Family Nurses
• Start date agreed to fit in with individual needs• Almost all school-age mums attend Moat House and
almost all pupils stay to end of the summer term• Part-time / drop-in provision available for post-16
pupils including “hard-to-reach” and NEET
How does our model aim to overcome the challenges of
teenage parenthood? With the support of parents / carers, pupils are
encouraged to have aspirations for the future All staff have the highest expectations for each
pupil and her baby Attendance is expected and supported Accredited learning is delivered whenever
possible Pupils are expected to apply for college
courses during their last year at Moat House
How does our model overcome some of these challenges?
• A personalised curriculum (including Parenting classes) planned with the needs of each pupil at its centre
• Well qualified, experienced staff, excellent facilities and resources
• Support for pupils with mental health and social care involvement
• Pastoral Manager and Young Parents’ Project Coordinator offer high levels of support
• Health care for mum and baby, provided by our midwife and health visitor
How does our model overcome some of these challenges?
Pupils take only 4 weeks maternity leave Breast-feeding can continue Babies get care in an outstanding nursery but
are very close to their mother Nursery nurses provide excellent role-models Nursery nurses can signpost pupils and babies
to health professionals if necessary Nursery staff deliver parenting and other
sessions eg “Baby Days” “rock and roll baby”
On-site nursery means that
Work with other agencies
• Health professionals – Midwives– Health visitors including Family Nurses– School nurses– Mental health practitioners
• Social Workers / family workers / counsellors• Virtual School •SfYP – Services for young people• Fostering agencies
Inspection
In 2014 OFSTED said:
“For all who are involved, high aspirations and deep commitment to the success and future well-being of students underpins the school’s work to a profound extent. The highest expectations are found in every aspect of the school’s work.”
“The staff have a common and very strong sense of purpose. They are a powerful team whose enormous impact transforms students’ lives.”
Getting and maintaining outstanding Ofsted judgements
• SEF needs to show the impact of your work, not just a list of what you do
• Know what’s in your SEF backwards – stick up for your judgements - have additional evidence at your fingertips and offer it to the inspector
• Know the “stories” behind your pupils – paint the picture – put the pupils in context
• Know your pupils’ baselines – academic and pastoral
Getting and maintaining outstanding Ofsted judgements
• Have evidence of past chronologies and final outcomes – have written case studies available (choose “meaty ones”)
• For the PRU as a whole, know where the journey has come from and where it is heading to – have the past year’s evaluated SIP, and the current document available if possible
Information for Inspector –Keep a folder of documents ready to email to the
inspector when you get the “call”
Getting and maintaining outstanding Ofsted judgements
• Have anonymised teacher performance management records available - know your staffs’ strengths and areas for development
• Ensure teaching staff have a good knowledge of a pupil’s starting points and progress (pupil premium)
• Ensure that all staff carry out the school’s policies (especially behaviour) to the letter
• Make sure pupils’ work is marked very regularly and written feedback is sufficiently detailed
• Look at Ofsted documents about what they do and do not require (eg lessons plans)
Getting and maintaining outstanding Ofsted judgements
• Baseline assessment…..know where pupils’ starting points are
• Know where pupils are now in relation to their starting points (academic and pastoral)
• WRAT4…age standardised assessment• Reading ages…evidence these have been passed
onto staff
• PASS……Pupil Attitudes to Self and School
Baseline Assessment
• How do you baseline assess new pupils?
• Please write this down on a post-it along with one strength and one weakness of your current system
WRAT4
• Age standardised and recognised Wide Range Assessment Test
• Word reading• Sentence comprehension• Spelling• Math computation• Reading composite
WRAT 4
• 1 1+1 =
• 10 3 x 4 =
• 20 2 + 1 =
• 30 of 35 =
• 40 Simplify - 5r -6 r + 1
WRAT4 - Spelling
• 1. go• 10. train• 20. equipment• 30. commission• 40. mnemonic
WRAT4 Word Reading
There are 55 words
1 see10 cliff20 gadget30 quarantine 40 audacious 50 ubiquitous
WRAT Results
Results are used to give anticipated GCSE score and show
value added
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 150 160 170 180 190 2000
20
40
60
80
100
120
140
160
180
200
Total GCSE Results points score 2013
GCSE score predicted by KS3 results / WRAT 4
Act
ual
GC
SE
to
tal
po
ints
sco
re
x2
“Soft Data”
• Attendance from Y7 is requested – year on year data can be plotted and ours added.
Y7 Y8 Y9 Y10
Y11
MH summer
term 13
MH Autumn term
MH Sprin
g term
MH Summer
term
0102030405060708090
100Series1; 88
AS Attendance 2014 Leaver from Y11
Perc
enta
ge A
tten
danc
e
Ma-tern-ity Leave Nov / Dec.C Sec-tion
Improvements in Attendance Ongoing attendance improvement data provided to inspector
0 10 20 30 40 50 60 70 80 90 1000
10
20
30
40
50
60
70
80
90
100
Attendance comparison 2006- 2014
Series1Series3Linear (Series3)
% attendance in last year at referring school
% a
tten
dan
ce Y
11&
Y12
Moat
Hou
se
PASS – Pupil Attitudes to Self and School
• On-line questionnaire carried out on entry and exit
• Bar charts produced by programme• Entry and exit data easily plotted on excel• 1 year licence £150 for download key for small
setting renewal (we negotiated initially)• Available from GL Assessment 0870 442 4519
What PASS looks like
PASS Entry and exit data
0
10
20
30
40
50
60
70
80
90
100
29.8
18
28.623.5
10.7
66.7
28.8
7.1
54.9
entryexit
attitudes
perc
enti
le s
core
Issues around Safeguarding
• Ofsted 2014 said, “Students feel very safe. Safeguarding is managed superbly and staff have the high degree of knowledge and understanding to ensure students stay safe. Where students are known or suspected of being vulnerable, staff are alert and primed to act should concerns arise”
Issues around Safeguarding
• Over half of our pupils and babies have had safeguarding issues this year
• Information gathering – teenage pregnancy midwife; Family Nurse; school; social care; Virtual School – professionals’ meetings can be a useful way of sharing information
• Is there a CAF in place?• Is the pupil already in TAC or is a CP plan in
place?• How old is the father of the baby?
Issues around Safeguarding• All staff undertake necessary training (Inspector asked to see most recent training handouts)• Meticulous record keeping (chronological records
of conversations / incidents) in addition to formal TAC records
• Safeguarding governor visits at least termly and attends training with staff if possible
• Excellent communication between other agencies• Unit staff are Lead Professionals for many of the
TAC meetings• The inspector spoke to pupils in groups and alone
Issues around Safeguarding
• Nursery and other staff communicate daily about pupil and baby welfare
• Weekly staff meetings are attended by teaching staff, pastoral manager and nursery manager – each pupil is discussed and notes are made
• Remember – you can’t control what your pupils get up to outside school….just do what you can
Any questions?
For more information please see:
www.moathouse.stockport.sch.uk
Thank you
