School Improvement: Pastoral Care
VP Cluster Group May 2014
School Improvement: Pastoral Care
VP Cluster Group May 2014
Effective pastoral care, strong academic support and high, appropriate expectations and partnership with parents underpin each pupil’s success.
Effective pastoral care, strong academic support and high, appropriate expectations and partnership with parents underpin each pupil’s success.
Excellence in a Caring Community
Changing world of young people – digital world especially that of social media; family changes; increased diagnoses of mental health issues; financial pressures; changing expectations…
Changing world of young people – digital world especially that of social media; family changes; increased diagnoses of mental health issues; financial pressures; changing expectations…
Context
Pastoral needs of staff members …
Established Jan 2012 – experiential posts
Staff invited to apply
Presently comprised of VP, SENCO, member of SLT/HOD,Head of Careers, two Heads of Year and Teacher-in-Charge of Enrichment
Established Jan 2012 – experiential posts
Staff invited to apply
Presently comprised of VP, SENCO, member of SLT/HOD,Head of Careers, two Heads of Year and Teacher-in-Charge of Enrichment
School Improvement Team
BCS School Improvement Team
Audit – where are we now?
Variety of audit tools, both pre-existing and newly designed with reference to ESAGS and TTI
What requires improvement ?
Identified by audit tools
Prioritise: elucidate in SDP
Targets, who, when, MER…
Indicator Feature Evaluated
by/how? Evaluated
when? Evaluation completed
Action Points Action Points addressed
Incorporated into SDP
Re-evaluation
Effective Leadership
High Quality Teaching and Learning
Child Centred Provision
Community Links
School Improvement Cycle
Child Centred Provision
• Triangulation of perceptions – questionnaire administered to sample of pupils and parents, and to all staff and BOG
• Respondents asked to rate various aspects of the school’s ethos, provision and management
• Results analysed; issues arising used to inform SDP and, from that, Pastoral Action Plans
• Triangulation of perceptions – questionnaire administered to sample of pupils and parents, and to all staff and BOG
• Respondents asked to rate various aspects of the school’s ethos, provision and management
• Results analysed; issues arising used to inform SDP and, from that, Pastoral Action Plans
Starting the CCP Cycle - June 2012 Initial Evaluation: Where are We Now?
A = Ethos
B = Provision
C = Management
Sample Staff Responses - Ethos
Key
Red – Don’t KnowOrange – UnsatisfactoryYellow – InadequateGreen – SatisfactoryBlue – GoodPurple – Very GoodPink - Outstanding
Sample Parental Responses - Ethos
Key
Red – Don’t KnowOrange – UnsatisfactoryYellow – InadequateGreen – SatisfactoryBlue – GoodPurple – Very GoodPink - Outstanding
Sample Pupil Responses - Ethos
Key
Red – Don’t KnowOrange – UnsatisfactoryYellow – InadequateGreen – SatisfactoryBlue – GoodPurple – Very GoodPink - Outstanding
Outcomes: Initial Evaluation
Evaluated by/how?
Evaluated when?
Evaluation completed
Action Points AP addressed
Incorporated into SDP
Re-evaluation
Past
oral
Car
e
Questionnaire all staff, sample of pupils, sample of parents, BOG
June 2012
Yes
BOG better informed about Pastoral life of BCS Issues relating to Pastoral Care included in Education Committee’s Terms of Reference Enhanced info to pupils, parents, staff about links with other schools
Yes
Yes
Yes
N/A
N/A
N/A
SDP review SDP review SDP review
Examples of Subsequent Evaluations and Outcomes
• Staff training session – completion of Checkpoints web; staff review of Positive Relationships and Anti-Bullying Policy, reporting and record keeping (Adapted from ‘Stop Bullying in Your School’ by George Varnava)
• School Council – as for staff
• Staff training session – completion of Checkpoints web; staff review of Positive Relationships and Anti-Bullying Policy, reporting and record keeping (Adapted from ‘Stop Bullying in Your School’ by George Varnava)
• School Council – as for staff
Jan 2013Spotlight on Bullying Behaviours
1-10 represent aspects of school life which may relate to positive/negative pupil behaviours
Colours indicate qualitative evaluation of these indicators by staff
Red segments require attention
Outcomes: Spotlight on Bullying Behaviours
Evaluated by/how?
Evaluated when?
Evaluation completed
Action Points AP addressed
Incorporated into SDP
Re-evaluation
Safe
guar
ding
HOY questionnaire Staff training day
Jan 13
Jan 13
Yes
Yes
Audit of Anti-bullying Procedures and Policy consultation completed Highlight commitment to Anti-bullying ethos with parents Budget issues re. AB ethos Environmental issues re AB: overcrowding in Assembly, corridors, lockers; lunchroom issues; temperature regulation; shelter in outdoor spaces Training for staff re definitions of violence & incident anatomy
Yes
Yes
Not yet
Not yet
N/A
N/A
Yes
Yes
SDP review SDP review
HOYs
•Collation of schemes Years 8-14
•Identification of gaps/overlap
•Account taken of pupil voice – Counselling evaluation sheets; end-of-year pupil evaluation sheets; School Council
HOYs
•Collation of schemes Years 8-14
•Identification of gaps/overlap
•Account taken of pupil voice – Counselling evaluation sheets; end-of-year pupil evaluation sheets; School Council
Jan 2014Planning for Progression in Personal Development
YEAR 11
11 When, how, who
SS Does topic address issues arising through school life?
TS/PC Links to other subjects? Collaborative learning?
Learning Intentions Success criteria
Intro to Year 11
Beg Term
1: HOY
2 Behaviour ManagementChanging Expectations at KS4
self-management All Subjects Relevant school administration procedures Relevant school rules and policies Sources of support both within and outside of school, to meet a range of possible needsChanging expectations within KS4 classroom
Pupils familiar with school policies and procedures and adhere to themPupils aware of sources of support and routes of referralPupils strive for academic success and sustain good work / life balance
Effective Learning
Term 1: FT
2 Expectations at KS4 self-management All Subjects Different types of learning styles and how these can be used to optimise learning and revisionTo take responsibility for own learning.To foster a desire to improve academic standards
Pupils are aware of the best methods of study for themselves
RSE
Term 1:
Love for Life
presentatio
n
4, 3 Online behaviourFriendship issuesCounselling
Working with others To provide pupils with age-appropriate information about sex, sexual health, and healthy relationshipsTo allow pupils opportunity to ask questions in a comfortable, non-judgmental environmentTo recognise good qualities in relationshipsTo recognise how to respect themselvesTo re-affirm that physical attributes are not the most important qualities to look for in a partner
Pupils have age-appropriate knowledge re. sex, sexual health and healthy rel’shipsPupils ask questions openlyPupils feel respect for their own bodies and consider themselves worthy of love
YEAR 11
Sample – Planning for Progression
Outcomes: Planning for PD Progression
Evaluated by/how?
Evaluated when?
Evaluation completed
Action Points AP addressed
Incorporated into SDP
Re-evaluation
Past
oral
Car
e
VP/HOYs, staff
Jan 14
Yes
Gaps/overlap identified; pupil voice accounted for
Ongoing
Yes
• ETI Safeguarding Proforma - staff
• Outcomes used to inform SDP
• ETI Safeguarding Proforma - staff
• Outcomes used to inform SDP
April 2014 – Safeguarding
Evaluated by/how?
Evaluated when?
Evaluation completed
Action Points AP addressed
Incorporated into SDP
Re-evaluation
Safe
guar
ding
ETI Proforma ST, HOYs, staff
March 14
Yes
Variety inc. RA training for staff Social Media Policy for staff
Not yet
To be ratified
Yes
Yes
Outcomes: Safeguarding
Many changes e.g.
• New SENCO appointed Oct 2012
• Rigorous review of systems VP/SENCO
• Audit of provision (staff, parents, pupils)
• Action Plans written
• Use of TTI SEN, and Improvement in Mainstream Schools Quality Indicators
Many changes e.g.
• New SENCO appointed Oct 2012
• Rigorous review of systems VP/SENCO
• Audit of provision (staff, parents, pupils)
• Action Plans written
• Use of TTI SEN, and Improvement in Mainstream Schools Quality Indicators
Special Educational Needs: Ongoing
Evaluated by/how?
Evaluated when?
Evaluation completed
Action Points AP addressed
Incorporated into SDP
Re-evaluation
Lear
ning
Sup
port
VP/SENCo Questionnaire
Oct 12
Ongoing – parents, pupils
Yes
Ongoing
Re-design of IEPs Re-written Policies and Procedures Ensure teachers aware of Register contents and acting to IEPs Small amendments to IEPs Sharing of good practice Small amendments to IEP structure, accessibility, review procedures Investigate ways to ensure IEP informing classroom practice
Yes
Yes
Ongoing
Ongoing
Ongoing
Ongoing
Ongoing
N/A
N/A
Yes
Yes
Yes
Yes
Yes
Ongoing
Annual
Ongoing
Ongoing
Ongoing
Ongoing
Ongoing
Outcome: IEPs
Sample IEP
• Encouraged to respond to evaluations
• Use of School Council to review policies etc
• Website
• SEN: Individual pupil target setting; focus Review of individual pupils across a range of subjects
Pupil Voice
• End of year pupil evaluation
• Love for Life Pupil Evaluations
• Attendance data
• Counselling evaluation sheets
• Behaviour Management data
• Bullying Incident Record Sheets
• End of year pupil evaluation
• Love for Life Pupil Evaluations
• Attendance data
• Counselling evaluation sheets
• Behaviour Management data
• Bullying Incident Record Sheets
Continuous Data Sources
Rapidly changing world of young people
Strategic/Operational/Real life events
Curriculum/pastoral demands
Staff changes
Resources, especially time
Rapidly changing world of young people
Strategic/Operational/Real life events
Curriculum/pastoral demands
Staff changes
Resources, especially time
Challenges
Use of existing quantitative data e.g. Behaviour Management statistics
Continuous review of work done to date
Use of existing quantitative data e.g. Behaviour Management statistics
Continuous review of work done to date
Areas for Development
Excellence in a Caring Community
Excellence in a Caring Community