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Guidance in schools – a future?

Terry AshtonAdviser (Guidance and Careers)

Aberdeen City Learning & Leisure

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what you already know

Orange Paper 1968 progress reports etc by HMI and others More Than Feelings of Concern 1986 Personal & Social Development 5-14 The Heart of the Matter 1995

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what you already know

Making the Difference: Guidance in the Secondary School, GTC 2000

At the Heart of Education: Guidance in the Primary School, GTC 2001

Better Behaviour Better Learning, Scottish Executive 2001

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Better Behaviour Better Learning

demands on guidance staff in supporting particular difficulties has increased

greater number requiring intensive support detrimental effect on wider responsibilities of GT review role and purpose of Guidance integrate

different kinds of support? level of guidance provision in primary schools? consideration of the training of guidance staff

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McCrone and beyond

A Teaching Profession for the 21st Century (McCrone)

The National Review of Guidance 2002-2004

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National Review of Guidance

Happy, Safe and Achieving Their Potential: A standard of support for children and young people in Scottish schoolsReport of the National Review of Guidance, to be launched in Edinburgh 5.30pm on2 February 2005

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what the review set out to do

• common principles for the development of personal support

• a standard of support for pupils and parents

• clarify the respective roles of school staff and local authorities in developing and delivering effective personal support

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basis for the review findings

recognised the strengths of Scottish schools in supporting pupils

recognised the progress that has been made in Guidance and pupil support          

based its findings on needs of all <>needs of those who face challenges

teachers make a difference

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a standard

a standard for Guidance and personal support

based on a vision for caring school communities(same idea as the standard for headship?)

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the caring school community

vision for

children and young people parents and carers school partnerships community partnerships

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the caring school community

Children and Young People      build positive relationships by spending time

with teachers and school staff trust that they can have confidential access to a

member of staff when they need it be able to rely on prompt and appropriate

information and support to get the help they need when they need it effectively

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the caring school community

Parents and Carers

school and parents are partners working in children’s and young people’s best interests

school reaches out to create partnerships with all parents

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the caring school community

School Partnerships

inclusive school which provides comprehensive, integrated approaches

harnesses multi-agency support staff are approachable staff monitor action to meet children’s

and young people’s needs.

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the caring school community

Community Partnerships

Partners in the community provide complementary activities and services

these enable all young people to develop their personalities, skills and talents as they grow up, through other learning, social and leisure opportunities

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standards for Guidance

10 standards under three headings

learning for life review of individual progress access to support

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learning for life

opportunities for developing knowledge, skills and attitudes young people need to seek information and support

access to information to help young people make informed decisions and choices

opportunities for citizenship and participation, through involvement in communities (eg school, neighbourhoods, democratic society)

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review of individual progress

regular review of progress in learning, and personal and social development

help with transitions between stages in education and between different providers of education and other opportunities

help with planning for the future

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access to support

provides access to staff by young people and parents who want support

coordinates support between agencies and schools, wherever learning takes place

respects confidentiality ensures time and space to seek help

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role of staff

role of staff in developing personal support in schools and achieving the standard

teachers school leaders local authorities

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the role of teachers

building positive relationships help young people to take responsibility for their own

learning and progress and for planning their own next steps

open and accessible source of information and support identify needs and concerns regarding children’s and

young people’s welfare and personal development, as well as their academic progress

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the role of teachers

understand the role of specialist staff in schools

communicate effectively with parents and other professionals

identify young people’s needs

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role of specialist staff

key member of staff for the young person, when a need has been identified

support and motivate teaching staff to foster relationships with children

support children, young people and their families to resolve complex problems

personal and social education programme (coherent, high quality, progression)

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role of specialist staff

coordinate and integrate services (including in-school integration of pupil support, learning support and behaviour support, other in-school agency provision, services outwith school)

monitor support to children and track progress roles relate to all young people coordinated Support Plans will be required from

autumn 2005 for some young people with additional support needs

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role of senior managers & headteachers

communicate and model respect and a sense of equality

create a climate of cooperation and collaboration amongst staff

plan, evaluate and integrate with Integrated Community Schools and Health Promoting Schools

framework of appropriate stages of intervention, in conjunction with multi-agency and authority-level structures

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role of senior managers & headteachers

actively promote the development of partnerships

ensure that staff development leads to enhanced support to children and young people

aim for excellence in supporting pupils

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role of local authorities

ensure staff understand the allocation of support to schools and how schools can access central specialist staff

draw together strands of integration, through Integrated Community Schools and integrated children’s services planning

Community Planning and its potential to strengthen partnership working

engage with key agencies involved in identifying and responding to the needs of young people who are vulnerable or in trouble

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role of local authorities

Provide opportunities for CPD provide development opportunities for a range of staff,

including support staff ensure coherence with other training programmes

within a policy framework and informed by an authority vision

expose staff to a range of practices and practitioners through approaches such as mentoring, work shadowing and multi-agency training and networking

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core features of personal support

at school level

communicating values and ethos positive school ethos involving young people in peer support whole-school approaches for prevention effective communication among staff involvement of parents

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core features of personal support

meeting the standard

involving young people in planning to achieve and in reviewing their progress

progression of learning in PSE systematic identification of needs systems for

– early intervention– referral – monitoring that actions and outcomes are achieved– ensuring ownership and responsibility for young people

referred to external provision remains with the school

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core features of personal support

at school and authority level

communicating values and ethos clear roles and expectations of staff effective relationships with partners/

community supporting innovation policy framework and strategic direction

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core features of personal support

building schools’ capacity to meet the standard

support for staff: training, CPD, mentoring, multi-disciplinary opportunities

support for development of learning resources for PSE with coherence and progression

integrated planning, implementation and evaluation of children’s services

out of school opportunities and recognition of young people’s achievement

quality assurance and review in school/authority

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the way forward

implementation in the context of Integrated Community Schools

Scottish Executive will continue reporting on performance in the National Priorities in Education

structures for personal support will be developed to suit local needs and circumstances in authorities

essential that there are opportunities for sharing good practice and exploring different models at national level to support local development

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the way forward

Scottish Executive will establish a development team in partnership with education authorities

the development team will liaise with training and CPD providers and Higher Education Institutions

Scottish Executive will set up a pilot in a local authority for implementation and communication of the review across Scotland

HMIe will continue to support the development of self evaluation and quality assurance

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download this presentation

www.aberdeen-education.org.uk/guidance/downloads

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Thanks for listening!

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©Terry Ashton the past

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©Terry Ashton the past

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