Transcript Use this for title page with pictures

The Individual within a Community Effective Personalised Learning
Janet Thompson HMI
NAHHT conference July 2008
The brief
You asked me to consider
 the variety of alternative provision and the ways that
terms such as ‘individualised learning’ and ‘personalised
learning’ are translated into best practice
 how we need to address personalisation and, at the
same time, provide meaningful data to evidence
progress
 any plans for PRUs from the DCSF which might affect
our work
NAHHT July 2008 | 2
Overview
The Individual within a Community - Effective
Personalised Learning
Desired outcomes leading provision design
Planning an individual journey
Is it working?
Current White Paper ‘Back on Track’ will be woven into
the content…25 July is the consultation deadline
NAHHT July 2008 | 3
National Context
 135,000 children and young people pass
through alternative education provision
each year
 How many of these have medical and
mental health issues?
NAHHT July 2008 | 4
Alternative Provision
PRU multiple-functions
PRU single function
Hospital school
Outreach at school / home
Vocational provision/training
College
e-learning
…….
NAHHT July 2008 | 5
Determine the Outcomes
What do you believe?

“We believe in recognising and celebrating the journey of
the individual”

‘‘We don’t let the youngsters down by accepting second
best’’

“A safe, happy and emotionally healthy environment is the
foundation stone for learning”


“This is all about a fresh start and a second chance”

“We aim to harness their rebellion powers and give them
the skills to change the world”
“We want to change culture into one where there’s mutual
respect, humour and kindness”
Headteachers (PRUs, mainstream and special schools) 2007
NAHHT July 2008 | 7
If we don’t get it right there are high
personal and social costs
 In 2006 only 1% of pupils in PRUs achieved 5
GCSE or equivalent at A*-C
 Only 82% achieved 1 or more qualification.
 Cost (to age 37) of failure to learn to read in
primary school: £44797 - £53098. £1.73BN £2.05BN each year
Long Term Cost of literacy difficulties? (KPMG 2006)
NAHHT July 2008 | 8
Outcomes
 Academic achievement AND attainment?
 Recognised qualifications?
 Understanding the ‘ladder of
achievement’?
NAHHT July 2008 | 9
2020 Vision
 Able to communicate orally at a high level
 Reliable, punctual and able to persevere
 Know how to work with others in a team
 Know how to evaluate information critically
 Taking responsibility for and being able to
manage one’s own learning and developing
the habits of effective learning
NAHHT July 2008 | 10
2020 Vision
 Know how to work independently without
close supervision
 Be confident and able to investigate problems
and find solutions
 Resilient in the face of difficulties
 Creative, inventive, enterprising and
entrepreneurial
NAHHT July 2008 | 11
2020 plus
 Self esteem, feeling good about self?
 Knowing how to make positive choices; having
confidence to do so?
 Enjoying an interesting life?
 Reasonable (good?) relationships with family,
friends, staff, employers?
NAHHT July 2008 | 12
Planning an individual journey
Child / Young Person
 Know their personal situation
including time they are likely to
be with you
 Acknowledge their previous
learning and development
Consider these in the context of
 progress most pupils make
 the levels of attainment most
pupils have at a similar age
NAHHT July 2008 | 14
 opportunities post-school for
most pupils
Child / Young Person
Group – Family; Peer group
 know the context of groups they
belong to
 acknowledge the group context
of previous learning and
development
Consider the
 group contexts of the current
and next stage
NAHHT July 2008 | 15
Group context
Only around 60% of children say that their
parents spend time talking with them or
eating a meal with them ‘several times a
week’ (lower than many countries in survey)
(An overview of child well-being in rich countries UNICEF study
2007)
NAHHT July 2008 | 16
Child / Young Person
Group – Family; Peer group
Community
 know the context of the
community they belong to
 acknowledge the community
context of previous learning
and development
Consider the
 community context of the
current and next stage
NAHHT July 2008 | 17
Context: aspects of community
‘behaviours and risks’ score by far the worst
of the 21 countries (related to drinking,
smoking, under-age sex and pregnancy,
healthy eating, violence)
(An overview of child well-being in rich countries UNICEF study
2007)
NAHHT July 2008 | 18
Curriculum a minimum entitlement?
 Curriculum appropriate for the next stage
 Personal, social, health and economic
education (to include development of
social and emotional skills)
 Citizenship
What would yours be?
NAHHT July 2008 | 19
Support care and guidance
For a child or young person to succeed
they need a ‘significant adult’ within their
place of learning whose approval is
important to them.
NAHHT July 2008 | 20
Is it working?
 Make the difference between attainment and
progress very clear to all involved
 Determine baselines
 Agree the priority outcomes for the individual
within the known timescales
 Use past progress and current factors
influencing progress to set challenge
 Compare progress and types of intervention
alongside time at the provision
NAHHT July 2008 | 22
 Moderate targets with other staff within the
provision.
 Network with colleagues in other
mainstream schools AND other similar
provisions to moderate challenge
 Rigorously challenge yourselves (why am I
using this …?)
NAHHT July 2008 | 23
What should we be asking?

Do your pupils reach the outcomes that will help them
make progress in the next stage?

are your teachers better prepared to teach children
and young people of all abilities – do they have high
expectations?

does your curriculum motivate, enthuse and prepare
children and young people for the next stage?

is the care guidance and support you offer doing a
good job in supporting access and achievement?

are your partnerships effective? - other professionals,
local schools, other providers?
NAHHT July 2008 | 24
The views of children and young people

“It’s a good thing for teachers to push you and they
do here.”

“Sharing grades proves to your parents that you can
do it and they start to be more proud of you”

“They kept nagging me to get my coursework done
which was annoying but it showed they cared about
me and wanted me to do well”

I couldn’t stop smoking – I’ve had lots of advice and
support and I’m doing well, which helps me to stay
in lessons much more

“They never gave up on me”
Pupils’ views - inspections in 2007 and 2008
NAHHT July 2008 | 25