Developing a Framework for Effective SupportA Local Authority Approach

Derrick BruceFife Council, Behaviour Support Service Manager14th March, 2006

Background

A key priority of the Council – to better meetthe needs and aspirations of all our youngpeople

Significant change in the contexts in which schools work

Changes in society – the structure of families and communities

Social exclusion and disaffection – including with young people

Emancipation of young people

Vision

Improved outcomes, particularly educational outcomes, for all children and YP including the most vulnerable 20% of the schools population.

This means transformational change.

Assumptions

Schools can and do make a difference to behaviour

Schools have aspirations to help all their young people achieve

Schools cannot deal with the broad range of causes of disruption alone. Partnership, multi-agency work is essential.

Key Drivers of Transformational Change – Becoming Fit for Purpose

ASL legislation – effective planning for all young people A Curriculum for Excellence Better Behaviour - Better Learning

Inclusions Strategy Behaviour and Discipline Strategy

Defining principle – getting it right for all

9 Key Ingredients for Inclusion in SchoolsEffective leadership and communication

Staff attitudes and skills

Curricular flexibility and access

Staffing levels and arrangements

Buildings flexibility and access

Effectiveness of integrated school support

Effectiveness of external support services

Parental support Pupil attitudes and skills

A Range of Support for Schools

ASL/Behaviour Support School support(19) Area support (5) Central support (2) Flexible support

Support for Schools (Multi-Agency)

School Liaison Groups Joint Action Teams QM/Dev Planning Themed Reviews – Inclusive Schools

Building Capacity ‘Schools Fit for Purpose’

Individual Capacity Whole School Capacity Service/Corporate/Partnership Capacity

Building Capacity (2)

CPD Staged Intervention Restorative Practices Cool in School Making a Difference Flexibility in the Curriculum – tradeable achievements

sustainable progress is required not one size fits all a systemic approach to whole school practice