Transcript School self-evaluation: behaviour and attendance

Primary Behaviour and
Attendance Network
Summer Term 2008
Learning outcomes of the
presentation
• I know what Persistent Absence means
• I understand some of the causes of child and young
people’s absence from school
• I understand the Attendance Improvement Model
• I know how the SEAL curriculum improves
attendance
• I am clear about strategies to use in school to
improve attendance
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Self assessment strategy - AfL
• Rate your knowledge
against the five learning
outcomes on a scale of
1 -10, 10 being the
maximum knowledge
you could have and 1
being the opposite
• You will have the
opportunity to assess
your learning at the end
of the presentation
j means
1
2
3
4
5
6
7
8
9
10
What knowledge will you need to achieve your
goal?
How will you achieve your goal?
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National and Local
Perspective
Manchester
England
Gap
Maintained Primary Schools
Percentage of half days missed
Percentage of Persistent
Authorised absence Unauthorised absence Overall absence
Absentees
2005-06 2006-07 2005-06 2006-07 2005-06 2006-07 2005-06 2006-07
6.00 5.06 1.00
1.06
7.00 6.11
3.52
5.30 4.66 0.46
0.52
5.76 5.18
1.80
-0.70 -0.40 -0.54
-0.54
-1.24 -0.93
-1.72
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Total National
Southampton
Salford
Nottingham
Newcastle
Middlesbrough
Manchester
0.52%
0.89% (8)
0.73% (5)
0.81% (6)
0.56% (2)
0.63% (3)
1.06% (9)
0.54% (1)
0.68% (4)
1.39% (11)
0.85% (7)
5.18%
4.66%
6.26% (10)
5.38% (9)
5.46% (1)
4.74% (2)
6.37% (11)
5.56% (11)
5.88% (5)
5.32% (8)
5.64% (2)
5.01% (5)
6.11% (9)
5.06% (6)
6.03% (8)
5.49% (10)
5.99% (7)
5.31% (7)
5.74% (4)
4.36% (1)
5.71% (3)
4.87% (3)
8.00
Liverpool
Hull
Greenwich
Birmingham
2.00
1.07% (10)
5.94% (6)
4.87% (4)
6.00
Barking
% Absence
National and Local
Perspective
Absence in Manchester Primary Schools & Statistical Neighbours in 2006-07
4.00
0.00
Statistical Neighbour
Total Absence
Authorised Absence
Unauthorised Absence
Manchester Total Absence
Manchester Authorised Absence
Manchester Unauthorised Absence
Children’s Services
National and Local
Perspective
PA Absence in Manchester Primary Schools & Statistical Neighbours in 2006-07
1.80%
3.09% (8)
2.16% (2)
3.38% (10)
1.91% (1)
3.02% (7)
3.52% (11)
2.55% (4)
Hull
3.33% (9)
2.56% (5)
Greenwich
2.38% (3)
2.72% (6)
4.00
2.00
Total National
Southampton
Salford
Nottingham
Newcastle
Middlesbrough
Manchester
Liverpool
Birmingham
0.00
Barking
% Pupils
6.00
Statistical Neighbour
% Pupils Missing More Than 63 Sessions
% Manchester Pupils Missing More Than 63 Sessions
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Persistent Absence
Characteristics
• Free School Meal Eligibility
• Special Educational Needs
• Behaviour, Emotional and Social Difficulties
• Gender
• Ethnicity
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Attendance and Attainment
2007 Primary School Attendance and Attainment at Key Stage 2 (Average Point Score)
34
32
KS2 APS
30
28
26
24
22
20
88.0
89.0
90.0
91.0
92.0
93.0
94.0
% Attendance
95.0
96.0
97.0
98.0
Primary Schools
Trendline
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Question . . . . ?
Individually complete
the Persistent Absence
(PA)
questionnaire. Discuss
with your partner
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Activity 1: Why are children absent?




Think about your school!
How many PA children do you have?
What do you see as the main causes
of absence? Write each point on a
post-it note
Are there any trends or patterns that
you are aware of?
Who do you see as responsible for
addressing attendance and
improving absence?
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The four areas that impact attendance
(NPLSBA, DCSF)
Setting & institutional factors
Relationships & communication
Curriculum & learning
Community & local environment
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For example
……
‘In our school we have a
simple philosophy. If they
don’t want to attend and
learn, we are not going to
force them.’
(Setting and institutional
factors)
‘Quite frankly, when I find the
class has only got twenty
pupils instead of thirty I jump
for joy and get on with it.’
(Curriculum and learning)
‘Mr X makes me stand in
the middle of the floor and
say I am a prat. I’d rather
have the hassle of dodging
the lesson than have that
humiliation.’
(Relationships and
communication)
‘I start my milk round at 6 in the
morning. If I have been up late
that night I am too tired to go the
school. I have to do the round as
we need the money.’
(Community and local
environment)
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Activity 2: Why are children absent
In groups share the causes of absence for children in
your setting and place the post-it note under the
appropriate heading
Discuss:
•Are there any trends or patterns that you notice between
schools and settings?
•What is the most common reason for absence and most
common area that effects attendance?
•Who do you believe is responsible for addressing
Attendance and improving punctuality?
•Feedback
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Data
• Absence trends (weeks, days, classes)
• Reasons for absence
• Persistent Absence
• Characteristics
• Impact of Interventions
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Reasons for Absence
Reasons for Total Absence in Half Term 1 to Half Term 1 of School Year 2007-08
Pupils in Manchester Primary Schools
13 1 23
12
10 11
4
9
5
8
7
6
Based on 126060 Sessions
Last Dataset Update: 10apr2008 13:23:49
1 C - Other authorised circumstances (not covered by ano - 6168 Sessions (4.89%)
2 E - Excluded (no alternative provision made) - 374 Sessions (0.30%)
3 F - Extended family holiday (agreed) - 1251 Sessions (0.99%)
4 G - Family holiday (NOT agreed or days in excess of ag - 3019 Sessions (2.39%)
5 H - Family holiday (agreed) - 23847 Sessions (18.92%)
6 I - Illness (NOT medical or dental etc. appointments) - 59260 Sessions (47.01%)
7 M - Medical/Dental appointments - 4611 Sessions (3.66%)
8 N - No reason yet provided for absence - 5154 Sessions (4.09%)
9 O - Unauthorised absence (not covered by any other cod - 10942 Sessions (8.68%)
10 R - Religious observance - 9041 Sessions (7.17%)
11 S - Study leave - 2 Sessions (0.00%)
12 T - Traveller absence - 378 Sessions (0.30%)
13 U - Late (after registers closed) - 2013 Sessions (1.60%)
Min School Update: 18jan2008
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Box and Whiskers
60
40
20
0
% Use of Code wrt to All Absences
80
Summary of Mark Codes Used in Manchester Primary Schools During Half Terms 1 - 3
B
C
D
E
F
G
H
I
J
L
M
N
O
P
R
S
T
U
V
W
Absence Code
Minimum & Maximum Values within LEA
Vertical Range Shows School Value and LEA Average Value (School <= LEA Average)
Vertical Range Shows School Value and LEA Average Value (School > LEA Average)
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Attendance Improvement
Cycle
PLAN
DO
REVIEW
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Self Evaluation Framework
• Who should attend?
• Review cycle
• Action plan
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Self Evaluation
Framework…So What?
• Minimum half termly
• Data – OA, PA, absence by code, attendance &
attainment, Ofsted, RAISE online, LA category
• Self review framework
• Action plan
Has Attendance Improved?
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Escalation of interventions
GREEN
pupils with attendance between 100% and 97%
AMBER - GREEN
pupils with attendance between 96% and 90%
RED - AMBER
pupils with attendance between 89% and 80%
RED
pupils with attendance below 80%
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Attendance Improvement
Model
•
•
•
•
•
•
Effective use of data
Clarify roles and responsibilities
Escalation of Interventions
Recording systems
Robust monitoring
Self Evaluation Review Cycle
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Attendance Improvement
Model…Working Smarter not Harder
• Strategic overview
• Increased capacity
• Effective use of data…Effective use of
resources
• Child centred approach for ALL children
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Attendance Improvement
Model…It can be achieved!
• A 1,000 pupil school with 90% attendance
• If each pupil attends an extra 1 day per half term,
attendance rises to 93.2%
• To achieve the same attendance via individual
casework with 150 pupils, each would have to attend
an extra 40 days
• Do both and attendance rises to 96.32%
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What works well?
•
•
•
•
•
If a school is effectively improving attendance
what kind of things would you notice?
Consider the area your group has been
allocated and record key features
pupils
staff
parent/carers
school environment
community and multi-agency links
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Primary & Secondary SEAL
Primary and Secondary SEAL is a comprehensive
approach to promoting the social and emotional skills
that underpin effective learning, positive behaviour,
regular attendance, staff effectiveness and the emotional
health and well-being of all who work and learn in
schools.
Empathy
Social skills
Self awareness
Managing feelings
Motivation
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Ofsted guidance
‘Primary schools should be able to identify pupils with
persistent absence and take steps to address this, for
example by engaging with the Social and Emotional
Aspects of Learning (SEAL) programme and
addressing the underlying causes of the absence’
(Inspecting attendance guidance: Ofsted, updated
Jan 2008)
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Activity 3: How SEAL improves attendance
•Setting
& institutional
factors
•Relationships
&
communication
•Learning & the
curriculum
•Local community
& environment
•Ethos, core values
and beliefs,
atmosphere
•Effectiveness of
attendance policy
and leadership in
absence
management
•Opportunities to
hear the voice of
children and young
people (e.g. through
school councils)
•Staff and
child/young person
stability, morale and
motivation.
Perception of
success/failure
•Degree of interagency involvement
by staff or ‘silo’
mentality
•Positive
relationships,
based on trust
and mutual
respect
•Staff-children
and young
people; staffparents; staffstaff; within
leadership team;
school-other
agencies;
schoolcommunity
•Emotional
health and well
being and
healthy schools
•Motivation and
engagement of
children and
young people
•Relevance
•Overall quality
of teaching,
learning and
classroom
management
•Learning and
teaching;
recognition of
cognitive styles,
ability,
differentiation,
teaching
strategies
•Motivational
factors; social
exclusion;
unemployment;
disablement and
sickness culture;
horizons; pride of
place
•Family stability and
breakdown;
housing conditions;
social cohesion
•Levels of physical
and mental illness;
impact of poverty
and other
deprivation factors;
drugs, alcohol,
teenage pregnancy
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• In small groups read
the table stating the
components of the
‘Four Key Areas in
Understanding
Absences’
(NPSLBA)
• Highlight the
components under
the headings that the
SEAL curriculum
covers
• Feedback
Children’s Services
Four key areas in understanding absence (NPSLBA)
SEAL Improving Attendance
•Setting and institutional
factors
•Ethos, core values and
beliefs, atmosphere
•Effectiveness of
attendance policy and
leadership in absence
management
•Opportunities to hear the
voice of children and young
people (e.g. through school
councils)
•Staff and child/young
person stability, morale and
motivation. Perception of
success/failure
•Degree of inter-agency
involvement by staff or ‘silo’
mentality
•Quality of learning
environment, buildings,
equipment and resources
•Clarity about role of the
EWO and use of
enforcement
•Rewards, sanctions and
incentive systems
•Relationships and
communication
•Positive relationships, based on
trust and mutual respect
•Staff-children and young
people; staff-parents; staff-staff;
within leadership team; schoolother agencies; schoolcommunity
•Emotional health and well being
and healthy schools
•Evidence that children and
young people, staff and families
are valued; mutual positive
regard
•Perception of overall ‘support’
and commitment to education by
parents and carers
•Commitment to anti-bullying
policy and practice; do children
and young people feel
•safe in school?
•Commitment to inclusion (SEN
and social inclusion); do children
and young people with
behaviour and attendance
difficulties feel included?
•Learning and the
curriculum
•Local community and
environment
•Motivation and engagement
of children and young people
•Relevance
•Overall quality of teaching,
learning and classroom
management
•Learning and teaching;
recognition of cognitive styles,
ability, differentiation, teaching
strategies
•Recognition of SEN and
effective deployment of
resources
•Use of work experience,
vocational courses or other
alternatives
•SEBS/SEAL and PSHE
•Citizenship agenda
•The school as a learning
resource for the whole
community. Adult education,
out-of-school clubs, etc.
•Motivational factors; social
exclusion; unemployment;
disablement and sickness culture;
horizons; pride of place
•Family stability and breakdown;
housing conditions; social
cohesion
•Levels of physical and mental
illness; impact of poverty and other
deprivation factors; drugs, alcohol,
teenage pregnancy
•Community perception of the
school; history over generations
•Quality of inter-agency working;
degree of trust between
professionals; quality of services
•Access to local alternatives to
going to school; recognising the
reality of daily choice
•Factors affecting the timing of
family holidays; the ‘fit’ between
school year and local employment
patterns; extent of other
religious/cultural/ethnic traditions,
etc.
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I know I belong!
•The following activity is taken from the
Primary SEAL curriculum theme New
Beginnings
•Intended learning outcome: I know I belong
to my group/class/school/community
•Delivered from FS to Key Stage 4, staff,
parents, lunchtime organisers (any school
stakeholder)
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Maslow’s Hierarchy of Needs
Creative
Using full
potential
Self actualisation
Determining own life
Self esteem
Recognition Respected
Feeling worthwhile
Love
Acceptance
Part of a group
Belonging
Safety
Protection from Danger
Security
Food
Shelter
Water
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Survival
Children’s Services
Activity 4: Belonging
Individually, consider a time when you felt that you, or a child in your class,
did not belong
Write down in the small circle any words to describe your
feelings in the situation
Write down in the middle circle any words to describe how you or
others might behave when you have these feelings
Finally, write in the outer circle how these behaviours might
impact on your learning or areas of work
Be prepared to feedback!
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Activity 4: Reflection …..
Think back to the situation where you believed
you didn’t belong of feel valued. As a group discuss;
What helped? Consider
the behaviour of
individuals /
environmental factors
What would have
helped?
What did you
need?
What would you do
differently next time?
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Activity 4: Continued reflection
Consider: How does the outcome of your reflection help you to
understand the feelings and
behaviours of staff and children within your school or setting?
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Activity 5: The Dream staffroom
Suppose tonight you went to sleep and while you were asleep a
miracle happened. In the morning when you arrived at school, your
staff room was transformed into your dream staff room …
Discuss with your group; you may wish to consider:
•What are your rights in the staff room and the rights of others?
•What does the staff room look like?
•How are staff meetings conducted regarding relationships and
communication?
•How is it made a happy and friendly place to be?
•How does it make you feel like you belong?
•How is it made suitable for everyone?
•What can you and others do to create the dream staff room?
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Activity 5: Reflection
Using the scale on
the Goal Setting
worksheet, rate your
staffroom on a scale
of 1 – 10, 10 being
the dream staffroom.
What 3 actions will
you implement to
improve staff
attendance? Record
under ‘Future Action’
Discuss in your group
what learning you
have you taken from
this activity? Are there
any implications to
improving the
attendance of
children?
As a group using the A3 ‘Four Key Areas in Understanding Absence
Framework’, highlight the statements that are addressed by ‘The Dream’
activity
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Further ideas
Further development of this activity could include:
 Completing a staff room charter, listing the rights
and responsibilities of those who use the staff
room
 Lunchtime organisers could work with the school
council and representatives of the teaching staff
to make a playground charter
 Introduce the ‘Four Key Areas in Understanding
Absence’ framework to staff and use when
developing school policy and practice
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Primary SEAL Theme - New Beginnings
 The theme ‘New Beginnings’ provides children
with the opportunity to create an emotionally
and physically safe learning environment, one of
which they will be eager to attend
 It allows children to explore and manage
uncomfortable feelings
 The theme in particular provides opportunities to
increase attendance by addressing the Four
Key Areas in Understanding Absence,
(NPSLBA)
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Planning to improve attendance
 In pairs look through the SEAL activities –
Promoting Attendance and Punctuality
document. Reflect on your learning from the
presentation and identify 3 key actions you
plan to implement
 Consider how you might implement these key
actions and any resources you will need
 Consider how you will measure the impact of
your actions
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Behaviour & Attendance Strategy
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Points to note
A focus on feelings such as happy, sad and
fearful may potentially give rise to a number
of sensitive issues
- See the Guidance booklet from the wholeschool SEAL resource: Appendix 3 ‘Guidance
on the teaching of potentially sensitive and
controversial issues’
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Ofsted descriptors/SEF
• Learners’ attendance is judged under Personal
development and well-being
• The school’s work to promote good attendance and
reduce absence is judged as part of an evaluation of
Care, guidance and support.
• Evidence base
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Self-assessment of the learning
outcomes of the presentation
In a different coloured pen, assess your learning against
the five learning outcomes on the scale 1 -10.
• I know what Persistent Absence means
• I understand some of the causes of child and young people’s
absence from school
• I understand the Attendance Improvement Model
• I know how the SEAL curriculum improves attendance
• I am clear about strategies to use to improve attendance
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Setting yourself a goal!
On the scales in a different colour set
yourself a goal!
Consider and record what knowledge you need
to achieve your goal and how you will achieve it!
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Questions
? ? ?
? ?
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Evaluation
Please complete an
evaluation sheet
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