The Key Adult

Developing Universal and Targeted Support in

The Royal High School

Moving from Good to Great

Responsibility of all to de-liver pupil entitlements...

“It takes a village to raise a child”…The child at the centre…

5+ trusted people key for sup-portingthe more vulnerable

2/3 of children born into ad-verse circumstances do not repeat the cycle

Key adults…“Every child and young person is entitled to personal support to enable them to gain as much as possible from the opportunities which Curriculum for Excellence can provide.”

[Building the Curriculum 3: A framework for learning and teaching, p.17]

Closing the gap between the advantaged and the less/least advantaged should be central to everything we do…

• Reviewing their learning and planning for the next steps in their learning pathway

• Accessing learning experiences and activities suited to their needs

• Planning for personal achievement and attainment

• Preparing for, and profiting from, choice and changes throughout their learning journey.

Behind this short and seemingly simple statement lie key aspects of Curriculum for Excellence through which learners are supported in:

7 minute task….Each table has a set of statements – work together to place each statement in the most appropriate columnDon’t over analyse…if in doubt, follow your instinct…

The Standards for Full Registration

Challenges?

In pairs, take one statement and reflect for 3 minutes… Use the Values Activity Sheet to record your thoughts

Universal and Targeted Support Universal Support is embodied in the ethos,

relationships, learning experiences and choices within which each child or young person learns. These will be set in a caring, inclusive climate (and curriculum) which is challenging, encouraging and fair to (as well as inclusive of) all learners.

Many learners – from the least able to the most able - will benefit from additional Targeted Support, personalized to meet their specific circumstances. For some, this will happen perhaps only once or twice in their learning career; for others, it will be a frequent, or constant, need.

Building resilience …“the inner strength to deal competently and successfully with the day

to day challenges and demands we encounter” (Brooks and Goldstein, 2001)

Universal Support

is provided for every pupil by all of the responsible adults with whom they come into contact throughout their entire learning journey.

the key players here are classroom teachers and mentors (form tutors)

“All children should have FREQUENT opportunities to discuss their learning with an adult who can act as a mentor, helping them to set appropriate goals/targets for the next stages of learning.” (BtC3, p.17)

the mentor taking a more holistic, coordinating role looking at the “big picture” for each young person in his/her charge and overseeing their sets of goals and targets, their overall progress and liaising with subject teachers and promoted Support teachers and/or Deputes

The promoted support teacher leads and assists mentors and seeks to support, unify and enhance the learning

Targeted Support Targeted Support may occur at any point in a child’s learning Part of a long term plan, or a short term need Supports coordinated by specialist practitioners Frequently, targeted support is introduced to help a pupil counter

or overcome barriers to learning. These might include specific learning needs, a disability, family

problems affecting learning, emotional or behavioural difficulties, illness (short-term or long-term), bereavement, truancy or bullying.

Pupils from certain circumstances may also need specific, targeted support and these will include gifted and able children, looked-after children, young carers, children suffering the effects of deprivation, gypsies and travellers, asylum seekers and pupils for whom English is a second or third language.

The Role of the Key Adult

Building on the Friday Form role and good (sometimes great!)- but not always consistent – practice

Evolving from TAFKA First line Guidance? A continuum of pastoral support, starting with the classroom teacher, with

the mentor / Form teacher having a more holistic overview of the wellbeing of their set of learners and the Support Specialist (IST staff) having a broader view and taking a lead role for learners with ‘higher tariff’ issues.

The role of the Key Adult brings the point of support to a place where the learner routinely comes

Embodies crucial aspects of the universal support role for all practitioners as outlined in A Teaching Practice for the 21st Century

Allows Pupil Support staff to develop enhanced roles for leadership, development and evaluation

Permits IST specialists to make greater input into those requiring most support

All in good (TG) time…

The School Week- 1650 mins, including 2 x 25 minute Tutor Group blocks for Key Adult contact time

 

1 2 3

Break

4 5

Lunch

6 7

8.30-9.22 9.22-10.14 10.14-11.06 11.21-12.12 12.12-1.03 1.48-2.39 2.39- 3.30

Monday       11.06-11.21     1.03-1.48TG

1.48-2.13 2.13-3.07  

Tuesday       11.06-11.21     1.03-1.48    

Wednesday       11.06-11.21     1.03-1.48    

Thursday       11.06-11.21     1.03-1.48    

Friday       11.06-11.21 TG11.21-11.46 11.46-12.38      

Developing S1 Key Adults Strengthening supportive relationships with learners in close liaison with

Pupil Support. Supporting the S1 Profiling process; providing a continuity from P7

Profiles and helping to embed Skills Profiling in the Broad General Education.

Contributing to the expansion of JASS (The Junior Award Scheme for Schools), recognizing and recording wider achievement for all S1 pupils.

Developing Confident Staff, Confident children to support emotional health and wellbeing across our school community.

Planned Learner conversations to support learners to commit to their learning, to achieve and to attain, using the targets, goals, information on progress and evidence of homework done (and undone). This may include a conversation with small groups of learners every 6 weeks / half term, and reflecting on Tracking and Monitoring.

Senior pupils may assist by working with pupils in Form at planned times throughout the year, e.g. to help with explaining homework/classwork issues and difficulties

Key Adults roles from August 2015 Delivering HWB Es and Os Support for welfare and wellbeing (resilience, seeking support) Profiling and recording skills development Transition planning and support, inc. Positive destinations Wider Achievement Target-setting support A role in Tracking and Mentoring Support for learning and achievement

Homework planning Independent and interdependent learners Problem solving

Attendance

CPD and sharing Good practice re-quired

The Hub is predominantly a resource to support young people with social emotional and behavioural difficulties, in line with Getting it Right for Every Child principles and practices.

Learners engage in an extended process of self-reflection, target setting and evaluation with a view to improving access to education and personal development. Support with learning, class work, experiences and outcomes is provided.

Attachment, nurture, encouragement and a range of individual and small group targeted supports enhance a young person’s chances of achieving successful outcomes, improving self-esteem, social skills and resilience, enabling them to achieve their potential academically and socially, moving on to successful and sustained positive destinations.

Some learners will engage with supports in the Hub; others may feel more at ease in Room 38.

Social and Emotionaldifficulties

School Phobics

Part-timetimetables

Behavi-ouraldifficulties

Serious Incidents

In-HouseExclusion

At risk of Low attain-ment

At risk of negative destina-tions

Tar-geted sup-ports

LAC /LAAC

Gifted and Talented

Further opportunities for Twilight CPDCPD Topic Priority (please rate

top 3)Autism Spectrum

Condition 

 

Supporting Anxious Pupils

 

 

School Refusal/Non Attendance

 

 

Literacy and Dyslexia 

 

Attachment 

 

Mental Wellbeing(e.g. self harm)

Please specify area of mental wellbeing:

GIRFEC 

 

Meeting Additional Support Needs

 

 

Staff Wellbeing/Managing

Stress 

 

Mindset (exploring the impact of a growth or

fixed mindset on learning)

 

Self Regulation 

 

Creating and sustaining appropriate working relationships with partner agencies to

support learning and wellbeing, taking a lead role where appropriate

Remember me!