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©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download
Guidance in schools – a future?
Terry AshtonAdviser (Guidance and Careers)
Aberdeen City Learning & Leisure
©Terry Ashton the past
reviewcaring school
standard futurecore
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what you already know
Orange Paper 1968 progress reports etc by HMI and others More Than Feelings of Concern 1986 Personal & Social Development 5-14 The Heart of the Matter 1995
©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download
what you already know
Making the Difference: Guidance in the Secondary School, GTC 2000
At the Heart of Education: Guidance in the Primary School, GTC 2001
Better Behaviour Better Learning, Scottish Executive 2001
©Terry Ashton the past
reviewcaring school
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Better Behaviour Better Learning
demands on guidance staff in supporting particular difficulties has increased
greater number requiring intensive support detrimental effect on wider responsibilities of GT review role and purpose of Guidance integrate
different kinds of support? level of guidance provision in primary schools? consideration of the training of guidance staff
©Terry Ashton the past
reviewcaring school
standard futurecore
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McCrone and beyond
A Teaching Profession for the 21st Century (McCrone)
The National Review of Guidance 2002-2004
©Terry Ashton the past
reviewcaring school
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National Review of Guidance
Happy, Safe and Achieving Their Potential: A standard of support for children and young people in Scottish schoolsReport of the National Review of Guidance, to be launched in Edinburgh 5.30pm on2 February 2005
©Terry Ashton the past
reviewcaring school
standard futurecore
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what the review set out to do
• common principles for the development of personal support
• a standard of support for pupils and parents
• clarify the respective roles of school staff and local authorities in developing and delivering effective personal support
©Terry Ashton the past
reviewcaring school
standard futurecore
features
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basis for the review findings
recognised the strengths of Scottish schools in supporting pupils
recognised the progress that has been made in Guidance and pupil support
based its findings on needs of all <>needs of those who face challenges
teachers make a difference
©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download
a standard
a standard for Guidance and personal support
based on a vision for caring school communities(same idea as the standard for headship?)
©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download
the caring school community
vision for
children and young people parents and carers school partnerships community partnerships
©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download
the caring school community
Children and Young People build positive relationships by spending time
with teachers and school staff trust that they can have confidential access to a
member of staff when they need it be able to rely on prompt and appropriate
information and support to get the help they need when they need it effectively
©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download
the caring school community
Parents and Carers
school and parents are partners working in children’s and young people’s best interests
school reaches out to create partnerships with all parents
©Terry Ashton the past
reviewcaring school
standard futurecore
features
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the caring school community
School Partnerships
inclusive school which provides comprehensive, integrated approaches
harnesses multi-agency support staff are approachable staff monitor action to meet children’s
and young people’s needs.
©Terry Ashton the past
reviewcaring school
standard futurecore
features
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the caring school community
Community Partnerships
Partners in the community provide complementary activities and services
these enable all young people to develop their personalities, skills and talents as they grow up, through other learning, social and leisure opportunities
©Terry Ashton the past
reviewcaring school
standard futurecore
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standards for Guidance
10 standards under three headings
learning for life review of individual progress access to support
©Terry Ashton the past
reviewcaring school
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learning for life
opportunities for developing knowledge, skills and attitudes young people need to seek information and support
access to information to help young people make informed decisions and choices
opportunities for citizenship and participation, through involvement in communities (eg school, neighbourhoods, democratic society)
©Terry Ashton the past
reviewcaring school
standard futurecore
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review of individual progress
regular review of progress in learning, and personal and social development
help with transitions between stages in education and between different providers of education and other opportunities
help with planning for the future
©Terry Ashton the past
reviewcaring school
standard futurecore
features
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access to support
provides access to staff by young people and parents who want support
coordinates support between agencies and schools, wherever learning takes place
respects confidentiality ensures time and space to seek help
©Terry Ashton the past
reviewcaring school
standard futurecore
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role of staff
role of staff in developing personal support in schools and achieving the standard
teachers school leaders local authorities
©Terry Ashton the past
reviewcaring school
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the role of teachers
building positive relationships help young people to take responsibility for their own
learning and progress and for planning their own next steps
open and accessible source of information and support identify needs and concerns regarding children’s and
young people’s welfare and personal development, as well as their academic progress
©Terry Ashton the past
reviewcaring school
standard futurecore
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the role of teachers
understand the role of specialist staff in schools
communicate effectively with parents and other professionals
identify young people’s needs
©Terry Ashton the past
reviewcaring school
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role of specialist staff
key member of staff for the young person, when a need has been identified
support and motivate teaching staff to foster relationships with children
support children, young people and their families to resolve complex problems
personal and social education programme (coherent, high quality, progression)
©Terry Ashton the past
reviewcaring school
standard futurecore
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role of specialist staff
coordinate and integrate services (including in-school integration of pupil support, learning support and behaviour support, other in-school agency provision, services outwith school)
monitor support to children and track progress roles relate to all young people coordinated Support Plans will be required from
autumn 2005 for some young people with additional support needs
©Terry Ashton the past
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role of senior managers & headteachers
communicate and model respect and a sense of equality
create a climate of cooperation and collaboration amongst staff
plan, evaluate and integrate with Integrated Community Schools and Health Promoting Schools
framework of appropriate stages of intervention, in conjunction with multi-agency and authority-level structures
©Terry Ashton the past
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role of senior managers & headteachers
actively promote the development of partnerships
ensure that staff development leads to enhanced support to children and young people
aim for excellence in supporting pupils
©Terry Ashton the past
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role of local authorities
ensure staff understand the allocation of support to schools and how schools can access central specialist staff
draw together strands of integration, through Integrated Community Schools and integrated children’s services planning
Community Planning and its potential to strengthen partnership working
engage with key agencies involved in identifying and responding to the needs of young people who are vulnerable or in trouble
©Terry Ashton the past
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standard futurecore
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role of local authorities
Provide opportunities for CPD provide development opportunities for a range of staff,
including support staff ensure coherence with other training programmes
within a policy framework and informed by an authority vision
expose staff to a range of practices and practitioners through approaches such as mentoring, work shadowing and multi-agency training and networking
©Terry Ashton the past
reviewcaring school
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core features of personal support
at school level
communicating values and ethos positive school ethos involving young people in peer support whole-school approaches for prevention effective communication among staff involvement of parents
©Terry Ashton the past
reviewcaring school
standard futurecore
features
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core features of personal support
meeting the standard
involving young people in planning to achieve and in reviewing their progress
progression of learning in PSE systematic identification of needs systems for
– early intervention– referral – monitoring that actions and outcomes are achieved– ensuring ownership and responsibility for young people
referred to external provision remains with the school
©Terry Ashton the past
reviewcaring school
standard futurecore
features
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core features of personal support
at school and authority level
communicating values and ethos clear roles and expectations of staff effective relationships with partners/
community supporting innovation policy framework and strategic direction
©Terry Ashton the past
reviewcaring school
standard futurecore
features
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core features of personal support
building schools’ capacity to meet the standard
support for staff: training, CPD, mentoring, multi-disciplinary opportunities
support for development of learning resources for PSE with coherence and progression
integrated planning, implementation and evaluation of children’s services
out of school opportunities and recognition of young people’s achievement
quality assurance and review in school/authority
©Terry Ashton the past
reviewcaring school
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the way forward
implementation in the context of Integrated Community Schools
Scottish Executive will continue reporting on performance in the National Priorities in Education
structures for personal support will be developed to suit local needs and circumstances in authorities
essential that there are opportunities for sharing good practice and exploring different models at national level to support local development
©Terry Ashton the past
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the way forward
Scottish Executive will establish a development team in partnership with education authorities
the development team will liaise with training and CPD providers and Higher Education Institutions
Scottish Executive will set up a pilot in a local authority for implementation and communication of the review across Scotland
HMIe will continue to support the development of self evaluation and quality assurance
©Terry Ashton the past
reviewcaring school
standard futurecore
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download this presentation
www.aberdeen-education.org.uk/guidance/downloads
©Terry Ashton the past
reviewcaring school
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Thanks for listening!
©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download
©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download
©Terry Ashton the past
reviewcaring school
standard futurecore
features
roles download