Transcript Slide 1
Education Bradford Personalised Portable Pupil Profiles Presentation to Delegates at Nurture Group Network Meeting Lister Primary School Friday 8 April 2011 Social, Emotional and Behavioural Difficulties Team Education Bradford July 21, 2015 Objectives To provide information about how the management tool was developed. To explore some of the underlying principles behind the development of the tool. To share practical examples of the tool in action with anonymised exemplars. To facilitate discussion about how the tool could be used in your setting. Why do we need a PPPP? To provide consistency when a lot of staff in the school may encounter the child. To provide practical strategies for staff to use. To empower staff who may be less familiar with the child and his/her needs. To provide information for supply staff and cover teachers to help them manage the child’s needs. How is the information gathered? From a variety of sources with the main objective of personalising it to the child and making it useful and relevant to the staff. It could come from; Assessments such as Boxall, PAT, Aston Index Reports or advice from outside agencies incorporating recommendations Agreements for action from multi-disciplinary meetings 1:1 work with the child Information supplied by parents How is the information organised? The underlying principle is that it is informative and practical without breaking confidentiality and being too sensitive. The following headings are used as a basic standard; Additional Learning Needs; How has this affected my behaviour? What I need to succeed in school; I learn best when; You can help if you… Other information that may be included The Boxall Assessment Strategies Implementing the Positive Handling Plan What might trigger a crisis? What does a crisis look like? I try to keep myself to myself by… Key facts about attachment My behaviour might escalate when; Additional Risk Factors; Because of this I can have difficulties settling to class and controlling my feelings. I might; What I need to succeed in school Risk Assessment I really do want to join in but don’t want to risk it going wrong. This might make me; First or Third Person? The tone of the document is meant to be a dialogue between the child and the staff with the emphasis on helping staff understand what it is like having the difficulty from a child centred point of view. First Person – if the child has had some input Third Person – if the child hasn’t had input Either way, it is best practice to include the child and let them know that the plans are in place Parental Involvement It is good practice to include the parent or carer; Include in planning meeting Send them draft to check Ask for any information they would like to be included Avoid sensitive or controversial information Gain their support Inform them that robust plans are in place for their child Parental Feedback ‘If only we had something like this in place about two years ago he would not have ended up like this.’ Types of PPPP ADHD Attachment Disorders Entrenched Behaviour ASD Unmet Learning Needs Care and Control Avoidant Behaviour Anxiety How to inform staff; best practice Planning Meeting Whole school staff meeting Individual drop in sessions Review regularly And finally; Q&A Please take this opportunity to look at some of the plans and ask questions or discuss issues. I have replaced the real names with Child A, Child B, etc for anonymity.