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Ysgol Coedcae School
Team around the family (TAF)
School context
• Mixed, 11-16 comprehensive, urban
area of Llanelli
• 900 pupils
• 24.6% FSM
• 48% cohort living in 20% most
deprived areas in Wales
• All Wales Core Data - family 9
In-school strategies
Leadership
PDG
Data
Listening to
learners &
parents/carers
Curriculum
Attendance
& behaviour
Need for TAF in Coedcae School
• Vulnerability of pupils
– Low attainment
– Low attendance
– High exclusion rate
– Low self-esteem
• Frustration of staff
- Disenfranchisement
- Inefficiency of systems
Aims of TAF
• Increase school attendance for vulnerable
learners
• Increase social engagement and inclusion
• Reduce inappropriate referral to specialist
agencies
• Reduce NEET
• Reduce first-time entrants into youth justice
system
• Reduce number of LAC
• Reduce number leaving school without
qualifications
What is a TAF approach?
A TAF approach is a multi-agency,
co-ordinated approach that
involves a number of identified
agencies working together to
deliver a single plan of support to
a family, at an early stage of
family need
Key features of TAF
• Family focused
• Bespoke
• Integrated
• Proactive
• Local
• Solution focused
Who is involved?
Health
professional
Parenting
support
agencies
School
Nurse
School
FAMILY
Social
worker
FEW
Young
carers’
service
Youth
service
The process
• Weekly meetings, at school, chaired
by school staff
• Referral:
– by school
– by external agency/school partner
– by the family
The process …
• Cases presented
• Panel discussion
• Needs prioritised and appropriate
service identified to support
• Relevant agency accepts caseload
• Updates of ‘live’ caseloads reviewed
Case study A
REASON FOR REFERRAL
‘A’ was very unhappy at school at start of new term, finding it very difficult to settle, despite
achieving an excellent 98.6% attendance rate the previous term. Work was beginning to slip. Pupil
complained that he was being bullied. Mum was contacted and all pupils causing concern to ‘A’
engaged in restorative justice. All issues were resolved but ‘A’ continued to be unhappy. Further
interviews with Mum disclosed a history that was not known to the school, whereby ‘A’ was incredibly
sensitive due to incidents in primary school, linked to family situation. SEAL programme and referral
to TAF were agreed.
UNDER TAF
•
Social worker and nurse met with family and offered their support to parents, providing strategies in
dealing with very low self-esteem
•
SEAL curriculum was extended to 1:1 work with youth worker and attendance on a gardening
project to meet other pupils and raise confidence.
•
STAR project has counselled pupil in what makes a healthy relationship where everyone is equal.
OUTCOMES
•
Participates well with SEAL curriculum, reasoning with feelings and engaging with strategies to cope
more positively
•
Developed existing and established new friendship groups
•
Achieving global grade in all subjects and exceeding in three
•
Mum reports that he’s much happier and settled at home
•
Awarded key role in this year’s school show
•
Attendance maintained
Case study B
REASON FOR REFERRAL
Pupil B was presenting an attendance concern – averaging 46%. Referral to TAF as
pupil was failing to return home during evenings, police involvement, unsavoury
relationships. Consent gained from home visit as mum was very unwell.
UNDER TAF
• School-based social worker took on the case; working with family disclosed a past that
involved domestic violence
• Due to mum’s ill health, Women’s Aid engaged with the family, the STAR project
provided ‘B’ with strategies to form healthy relationships. Our youth worker placed ‘B’
on a number of projects that aimed to raise self- esteem and develop positive
relationships. This was facilitated with 1:1 support.
OUTCOMES
• Improved attendance - already 81%.
• ‘B’ is happy at school, has a good friendship circle and is achieving her global grade in
90% of her subjects.
• Sadly, B’s mum has recently passed away. The success of the support is such that ‘B’ is
continuing to engage in all projects and making further progress with attendance and
academic attainment. The partnership work has proved that open communication,
honesty and trust can only maximise opportunity
Case study C
REASON FOR REFERRAL
• ‘C’ was achieving 85% attendance and often late for school. Negative behaviour
points on the increase with a negative attitude to learning. Mum reported bad
behaviour at home, failure to comply with household routines, argumentative and
sometimes violent towards siblings.
UNDER TAF
• School nurse and social worker engaged with pupil and family. Focused interviews and
health checks with a referral to the health clinic revealed previously-undiagnosed
sleeping disorder. Medication has been prescribed.
OUTCOMES
• ‘C’ is now on time for school
• Attendance has gone from 85% to 94%
• Latest progress review revealed vast improvements in concentration, behaviour and
learning. Improvements in the majority of subjects
• Home life is much calmer, sleeping well and eager to come to school.
Case study D
REASON FOR REFERRAL
• Pupil D was refusing to come to school. There appeared no reason that was obvious
to home or school. Previous learning was successful, with high attainment. Every effort
made by parents and pupil support team led to attendance decreasing further. Our
youth projects failed to engage and disaffection became a major concern.
Attendance was half a day a week over a three- week period when intervention
began. Such attendance affected the whole family, having a negative impact on
the working lives and earning capacity of both parents, in addition to a negative
impact on the general wellbeing of younger siblings and their refusal to go to school.
UNDER TAF
• School nurse and social worker engaged with pupil and family. Regular home visits
from the pupil support team, nurse and social worker led to a diagnosis of Autistic
Spectrum Disorder.
OUTCOMES
• Avoided attendance prosecutions with early intervention
• Referral to PRU – attendance now 100% and engaging very well
• Parents received appropriate support – FACT support
• Working towards a return to mainstream
Impact of TAF
Attendance
2011 – 89.6% (4th)
2012 – 90.1% (4th)
2013 – 92.2% (1st)
Exclusions & EOTAS referrals
Significantly reduced
Emotional wellbeing
EL scores improved post TAF intervention
Impact of TAF …
Attainment
L2
L2+
CSI
L1
CPS
2011
49%
37%
37%
87%
276
2012
72%
44%
43%
95%
325
2013
84%
46%
43%
94%
338
Way forward
• Cross-phase TAF
• Extend involvement of external
agencies
• Improve transition when support
coming to an end