Really interested bit Been-there, done-that lobe Evaluating speakers complex Racing heartbeat inhibitor Timing ganglion Conference-goers brain.

Really interested bit

Been-there, done-that lobe

Evaluating speakers complex

Racing heartbeat inhibitor

Timing ganglion

Conference-goers brain

Inclusiontaking 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

Equitytreating 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

Closing the Gap

Disadvantage starts in the womb

Multiplicity of risk factors accelerates lower performance

The link between deprivation and attainment persists over time - ‘Born to Fail’ - but is not inevitable

Individual schools and intervention programmes DO make a difference

HM Inspectorate of Education

Strengths

• staff• relationships• promoting personal development• links with parents and carers and other

services• aspects of transitions• support for choices about courses and

options future careers.

HM Inspectorate of Education

Areas for development

• roles and responsibilities

• transitions

• PSD programmes

• monitoring and tracking achievements

• staff development

• leadership

HM Inspectorate of Education

Support and PSD (ISE Report)

Often very good (pre-school)

Positive ethos promotes PSD very well (primary)

Personal support strong but learning and teaching not always suited to aims (secondary)

A strength (special schools) - needing further work in EBD schools

HM Inspectorate of Education

Our great challenge

Good Great

Access to information

ParticipationHigh quality PSD

Regular review of progress

Helps transitions and future planning

Provides access to staff

Coordinates support

Respects confidentiality and gives time and space

Can you learn personal development?

Learning!

Brain changes

A process

Teaching

What do you think learning is?

led by?

Do you think learning can be motivating?

Why are 1992 pound coins worth more than 1991 pound coins?

Connections, coherence in inclusive practice

Legislation, policySSS Act; ASL Act, AES

Whose job is it to teach PSD?

The big classroom factors?

• having a positive attitude • the development of a pleasant social /

psychological climate in the classroom • having high expectations of what pupils

can achieve • lesson clarity • effective time management • strong lesson structuring • the use of a variety of teaching methods • using and incorporating pupils’ ideas • using appropriate and varied questioning

[David Reynolds]

High reliability organisationsdefine a limited range of goals upon which total success is insisted

train extensively

have formalised, logical decision-making processes

only do initiatives which overcome flaws and generate transformations

pay considerable attention to the evaluation of performance

are alert to lapses

take a stand on the detail

are highly co-ordinated and inter-dependent

are data rich and continuously monitor their work to improve the quality of their decision making

Apply to learning, not to management

What more can we do?

Intervene promptly when things go wrong for individualsGet to know the individuals concerned - personalise thingsEnable more flexible operation of schoolsLearn from other services’ successful cross-agency workingProvide more OSCAL, more FE outreachListen to the learners’ voicesGive a voice to those who don’t have one

…?

HM Inspectorate of Education

STARS analysis

StrengthsThreatsAlliesRadicalsSuccesses

Motivation/ ambition/commitment

Open to new thinking

Positive attitude/well-being/resilience

Values/beliefs/respect

A flexible, local, curriculum so that young people become

• successful learners• confident individuals• effective contributors• responsible citizens.

Vision statement for children

So that young people are:•safe•nurtured•healthy•successful in achieving•active•respected and responsible•included

Ways of Achieving Excellence

- a point of inflexion

Self-evaluation Support with challenge Appreciative Inquiry Visioning

Only those who will risk going too far can possibly find out how far one can go

T S Eliot