Resilience and Nurturing at Oban High School EYC conference 2 nd November 2017 3 Villages Hall in Arrochar
Resilience and Nurturing at Oban High School
EYC conference 2nd November 2017
3 Villages Hall in Arrochar
Kevin Champion – Depute and PT Guidance
ACE score
Resilience score
Foster carer and adopter
Oban High School Vision and Values
We at Oban High School believe that the school has a responsibility to ensure that all our youngsters
achieve the best possible qualifications. We also believe that we need to nurture and develop their
social, emotional and vocational knowledge and skills to enable them
to achieve their full potential throughout their lives.
Peter Bain, Head Teacher
Pastoral care at OHS
• 4 Clans • 4 Guidance teachers (full-time) • 4 Deputes • Highly complex – what do we want to achieve with
each pupil and how do we try to accomplish this?
Role of Guidance Teacher
• Getting to know you (GIRFEC), Health and Well-Being • Link with parents and teachers • Provide emotional support and nurture • Teach PSEd to all pupils in your clan • Any problems or issues with:
– Attendance and late-coming – Learning – Homework
• Planning for choices and change • Named person (Child protection, Children’s Reporter,
etc)
Oban High Vision
Transition from Primary to OHS
• Staff visits and Gateway evening • Induction days • Disco & Parent’s evening
Every student asks 3 ?'s about their teachers everyday.
1. Can I trust you? 2. Do you believe I can succeed? 3. Do you care about me?
Relationships and time are key
• S1-S6 – journey – positive destination for all • Engage as humans – know/understand as individual • Personal touch but still call to account - patience – • What is the back story? • Care, compassion, empathy to allow to be connected • Self regulation - biology of stress
Oban High 5 1. Positive welcome
Routines for entry to class to be taught to each class Flexibility enables departments and subject specific routines Staff to be present in corridors at changeover to help peripatetic staff Basics to be enforced e.g. jackets & hoodies off, chewing gum in bin, ties up, planners out, class to settle quickly and register taken within 5 minutes of class entry.
2. Learning Intentions and Success Criteria Learners should be aware of what LIs and SCs are because these have been shared at the beginning and during the lesson. These may be shared in whichever manner is most effective for the subject area.
3. Lesson structure Lessons should be structured according to pupil needs. Lessons should be engaging, effective and enjoyable.
4. Plenary Plenary should be used for linking up learning in relation to LIs and SCs
5. Exit Routines for exit should also be taught, calm, & orderly. Pupils should be ready for the next lesson. Pupils should be dismissed on the bell
PSEd, My Time and Assemblies S1 WEEK
1 2 3 4 August Getting to
Know You Who Am I?
September Active Listening
Jumble You and Other people
Sugar Challenge
October Sugar Challenge continued
November PMA including assessment opportunity
December Values. Rights and Responsibilities
January Be Smart – Trend Micro – Internet Safety Programme
February Planning for Choice and Change including assessment opportunity
March Solvent Misuse – introduction and alcohol – including assessment opportunity
April See March
May Puberty and Adolescence including assessment opportunity
June Choices for Life (Young Scot)
PSEd, My Time and Assemblies
S2 WEEK 1 2 3 4
August PMA; self-esteem; values
September PMA; self-esteem; values including assessment opportunity
October
November SHARE - …
December SHARE - including assessment opportunity
January Planning for Choice and Change including assessment opportunity
February Social Media, Cyberbullying, CEOPs
March Solvent Misuse – introduction - including assessment opportunity Buzzin’
April See March
May Choices for Life (Young Scot)
June Respect Me
PSEd, My Time and Assemblies
S3 WEEK 1 2 3 4
August LM Huntercombe resources; body image and …
September … PMA; self-esteem; values including assessment opportunity
October See September
November SHARE - including assessment opportunity
December SHARE - including assessment opportunity
January Planning for Choice and Change including assessment opportunity
February Social Media and bullying, including CEOPs
March Solvent Misuse – including assessment opportunity
April See March
May Growing up and becoming independent, including £, life skills…
June
Assessing depth and progression Assessed Tasks PSEd Relationships and Sexual Health
S1 – Teen Dreams - Puberty
S2 – Janine and Eddie
S3 - Quiz Time: Revising sexual health and relationships
Assessed Tasks PSEd Planning for Choices and Change
S1 – ‘Gies a Job’
S2 – Become a Careers Advisor
S3 – Analyse Your Employability Skills
Assessed Tasks PSEd Mental and Emotional Wellbeing
S1 – Stress - causes, effects and ways to deal with it
S2 – Solving Problems
S3 – Video Diary – Positive Mental Attitudes in Real Life
Assessed Tasks PSEd Substance misuse
S1 – How I feel?
S2 – Buzzin’
S3 – Design a game
• 20 primary schools inc. Inner Hebrides
Topics and issues
• Language is very important - e.g. ‘distressed’, ‘impoverished’ (not ‘challenging’, ‘difficult’).
• No school wall. • Social media, bullying, relationships. • Mental health; anxiety, depression and self-harm. • Family issues, e.g. divorce, bereavement, young carer. • Their future. • Issues with behaviour, etc. and relationship with peers or
teachers.
1:1s
Formal (regular) and informal (as to need) FIVE key questions… • What is getting in the way of this child's
or young person's well-being? • Do I have all the information I need to
help this child and young person? • What can I do now to help this child and young person? • What can my agency do to help this child or young
person? • What additional help, if any, may be needed from
others?
Groups
Different life cycles • Diabetes • Nurture, Nail bar, Breakfast Club, C2 • On the back of 1:1 – may need a series of these • Parents involvement/permission
Groups
• PEF strategies (trust) • Cannot be done in isolation • Bridge the attachment gap
and attainment gap (S Zeedyk)
Partnerships
• Youth Worker • H2O/Green Shoots • Youth Café • Young Carers • Police Youth Intervention Officer) • S6 pupils • Family Mediation • Women’s Aid • Social Work/Health • Others?
Next steps
• Inform colleagues – develop their ACE understanding and awareness – how can this inform pedagogy.
• New initiatives, e.g. mindfulness, music, laughter… • Develop family learning and parental involvement. • Grow and evaluate partnership working. • Continue to be curious and learn. • Be mindful and support each other.
EYC role