Transcript Document

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Some contexts
Journey to Excellence
Additional Support Needs
How good are we?
How good can we be?
• Task for PINS delegates
Better Behaviour - Better Learning
Report of the Discipline Task Group 19 June 2001
• Low-level indiscipline
• More challenging behaviour
• Seriously disruptive behaviour
“No matter what the extent or nature of
indiscipline is within any given context or
situation, it is barrier to learning and
teaching”
In A Climate For Learning HMIE found that:
Roughly one in 12 secondary schools had
important weaknesses in the quality of
relationships and behaviour by some pupils
which was disrupting the learning of others
Evident in one in 30 primary schools
What Scottish pupils think would improve behaviour
･Reward well behaved pupils
･Punish badly behaved pupils
･Removal of badly behaved pupils
･More enjoyable lessons
･Fairer treatment of pupils by teachers
How well does the
school raise
achievement for all?
How good is the
environment for
learning?
About relationships
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Social Neuroscience
Vygotsky emotion and cognition
Attachment theory
Maslow’s Hierarchy
Transactional analysis
Emotional literacy
Neuroplasticity
PSD
Pro social behaviour
SEBD
About the social brain
Mirror neurons and empathy
Role of emotions in brain function
High road - sensory cortex & low road - amygdala
Autism
Power of social norms
Leaders with strong emotional intelligences
Continuum of needs
P
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Community Learning and Development
25 special nurseries
Support to schools, Off-site projects
EA special schools 166 schools 6,900 pupils
Public mainstream: Primary
2,190 schools 390,000 pupils
EA Support Services
Sensory support, Hospital education, Behaviour support
Their
fullest
potential
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Public mainstream: Secondary
385 schools 315,000 pupils
Integrated unit
Shared
SEED number
EA Off-Site
No SEED
number
6 residential - 170
2 secure - 16 pupils
Social Work services
Social inclusion projects
Off-site support/Day Care
PRE 5
Colleges 10,000
school pupils attend
Independent mainstream
118 schools 29,000 pupils
Care Homes
Independent voluntary agencies
Right track
Aberlour childcare trust
Barnardo’s
Fairbridge
36 independent special schools, 5 day special schools, 25 residential special schools, 4 secure - 1,200 pupils
7 grant aided special schools - 360 pupils
Missing
out
Click to edit Master title style
Click to edit Master subtitle style
12
successful learners
confident individuals
with
•enthusiasm and motivation for learning
•determination to reach high standards of achievement
•openness to new thinking and ideas
with
•self respect
•a sense of physical, mental and emotional wellbeing
•secure values and beliefs
•ambition
and able to
•use literacy, communication and numeracy skills
•use technology for learning
•think creatively and independently
•learn independently and as part of a group
•make reasoned evaluations
•link and apply different kinds of learning in
new situations
and able to
•relate to others and manage themselves
•pursue a healthy and active lifestyle
•be self aware
•develop and communicate their own beliefs
and view of the world
•live as independently as they can
•assess risk and take informed decisions
•achieve success in different areas of activity
To enable all young
people to become
responsible citizens
effective contributors
with
•respect for others
•commitment to participate responsibly in
political, economic, social and cultural life
with
•an enterprising attitude
•resilience
•self-reliance
and able to
•develop knowledge and understanding of
the world and Scotland’s place in it
•understand different beliefs and cultures
•make informed choices and decisions
•evaluate environmental, scientific and
technological issues
•develop informed, ethical views of complex
issues
and able to
•communicate in different ways and in
different settings
•work in partnership and in teams
•take the initiative and lead
•apply critical thinking in new contexts
•create and develop
•solve problems
Our great challenge
Good
Great
Ways of Achieving
Excellence
Appreciative Inquiry
What is working well around here?
What were seriously brilliant moments?
Discover – reflect on the best of the
past and the present.
Dream – Use the findings and stories
from the Discover phase to create a
compelling, memorable and ambitious
picture of the desired future.
Design – Agree the rules that will
govern action from now on to reach the
goal.
Deliver – Commit to what has to happen
next and who will do it
There is now a need to :
• Identify risks and barriers
• Measure and track
achievement better
• Ensure highest
expectations and good
curriculum flexibility
• Improve communication
and partnership working
to support young people
and families
How good can we be?
Strengths: what’s working well?
• Broader concept
• Delivering priorities
• Emphasis on inclusion
• Commitment to joint approaches
• Staged intervention approaches
• Good awareness raising training
Inclusion
taking positive action and intervening to
• enable achievement for all
• acknowledge and build on, social and cultural
diversity
• enable the participation of all learners
• focus on and address the needs of all learners
so that learning is personalised and they are
enabled to meet their potential
Equity
treating people fairly, not necessarily the same
• provision of appropriate structures and
expectations
• opportunities to reach their potential by
following pathways for progression and with no
gaps or dead ends
• expectations of teachers, parents and others
motivate, stimulate, and encourage learners to
take advantage of these pathways
• support endeavours to overcome negative
background factors
What more can we do?
Intervene promptly when things go wrong for individuals
Improve partnerships
Get to know the individuals concerned - personalise things
Enable more flexible operation of schools
Learn from other services –successful cross-agency working
Provide more out of school hours, more FE outreach
Listen to the learners’ voices
Give a voice to those who don’t have one
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HM Inspectorate of Education
What is HMIE doing?
Focusing inspection and review on achievement for
all - on impact
Better contact with those at risk of missing out
Looking at transitions, especially the vulnerable
Providing advice about particular groups of learners
Adopting a wide strategy for sharing best practice
Monitoring the impact of legislation
Looking at literacy and numeracy
Evaluating skills for work and school-college links
Services for children
HM Inspectorate of Education
Evaluating meeting learning needs
Theme
NEW QI 5.3 - Meeting learning needs
OLD QI 4.5 - Learning support
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Tasks activities and resources
Choice of tasks, activities and resources
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Identification of learning needs
Identification of learning needs
3
The roles of teachers and specialist staff
Implicit references to the roles of
teachers only
4
Meeting and implementing the requirements
of legislation
This was not included in 4.5 but was a
separate QI 4.6 Implementation of
legislation relating to special educational
needs and disabilities.
 a more inclusive approach is now taken
 QI 5.3 incorporates the old QI 4.5
Audit trails
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Looked after and accommodated
Autism
Pupils on shared placements
EAL learners
Coordinated Support Plans
Individualised Educational Programmes
Gypsies and Travellers
Achievement history of a group of pupils – track
progress
PINS delegates task
In all schools, HMIe evaluate the quality of meeting
learnering needs. In part, to do so they make use of a
number of audit trails to “drill down” to the quality of
provision for groups or individuals.
Draw up an audit trail for those at risk of missing out.
What activities, interviews and questions should HMIe
undertake to promote improvement towards best
practice for people with additional support needs arising
from social and emotional factors and/or family
circumstance?