School Improvement: Pastoral Care VP Cluster Group May 2014 School Improvement: Pastoral Care VP Cluster Group May 2014.

School Improvement: Pastoral Care

VP Cluster Group May 2014

School Improvement: Pastoral Care

VP Cluster Group May 2014

Effective pastoral care, strong academic support and high, appropriate expectations and partnership with parents underpin each pupil’s success.

Effective pastoral care, strong academic support and high, appropriate expectations and partnership with parents underpin each pupil’s success.

Excellence in a Caring Community

Changing world of young people – digital world especially that of social media; family changes; increased diagnoses of mental health issues; financial pressures; changing expectations…

Changing world of young people – digital world especially that of social media; family changes; increased diagnoses of mental health issues; financial pressures; changing expectations…

Context

Pastoral needs of staff members …

Established Jan 2012 – experiential posts

Staff invited to apply

Presently comprised of VP, SENCO, member of SLT/HOD,Head of Careers, two Heads of Year and Teacher-in-Charge of Enrichment

Established Jan 2012 – experiential posts

Staff invited to apply

Presently comprised of VP, SENCO, member of SLT/HOD,Head of Careers, two Heads of Year and Teacher-in-Charge of Enrichment

School Improvement Team

BCS School Improvement Team

Audit – where are we now?

Variety of audit tools, both pre-existing and newly designed with reference to ESAGS and TTI

What requires improvement ?

Identified by audit tools

Prioritise: elucidate in SDP

Targets, who, when, MER…

Indicator Feature Evaluated

by/how? Evaluated

when? Evaluation completed

Action Points Action Points addressed

Incorporated into SDP

Re-evaluation

Effective Leadership

High Quality Teaching and Learning

Child Centred Provision

Community Links

School Improvement Cycle

Child Centred Provision

• Triangulation of perceptions – questionnaire administered to sample of pupils and parents, and to all staff and BOG

• Respondents asked to rate various aspects of the school’s ethos, provision and management

• Results analysed; issues arising used to inform SDP and, from that, Pastoral Action Plans

• Triangulation of perceptions – questionnaire administered to sample of pupils and parents, and to all staff and BOG

• Respondents asked to rate various aspects of the school’s ethos, provision and management

• Results analysed; issues arising used to inform SDP and, from that, Pastoral Action Plans

Starting the CCP Cycle - June 2012 Initial Evaluation: Where are We Now?

A = Ethos

B = Provision

C = Management

Sample Staff Responses - Ethos

Key

Red – Don’t KnowOrange – UnsatisfactoryYellow – InadequateGreen – SatisfactoryBlue – GoodPurple – Very GoodPink - Outstanding

Sample Parental Responses - Ethos

Key

Red – Don’t KnowOrange – UnsatisfactoryYellow – InadequateGreen – SatisfactoryBlue – GoodPurple – Very GoodPink - Outstanding

Sample Pupil Responses - Ethos

Key

Red – Don’t KnowOrange – UnsatisfactoryYellow – InadequateGreen – SatisfactoryBlue – GoodPurple – Very GoodPink - Outstanding

Outcomes: Initial Evaluation

Evaluated by/how?

Evaluated when?

Evaluation completed

Action Points AP addressed

Incorporated into SDP

Re-evaluation

Past

oral

Car

e

Questionnaire all staff, sample of pupils, sample of parents, BOG

June 2012

Yes

BOG better informed about Pastoral life of BCS Issues relating to Pastoral Care included in Education Committee’s Terms of Reference Enhanced info to pupils, parents, staff about links with other schools

Yes

Yes

Yes

N/A

N/A

N/A

SDP review SDP review SDP review

Examples of Subsequent Evaluations and Outcomes

• Staff training session – completion of Checkpoints web; staff review of Positive Relationships and Anti-Bullying Policy, reporting and record keeping (Adapted from ‘Stop Bullying in Your School’ by George Varnava)

• School Council – as for staff

• Staff training session – completion of Checkpoints web; staff review of Positive Relationships and Anti-Bullying Policy, reporting and record keeping (Adapted from ‘Stop Bullying in Your School’ by George Varnava)

• School Council – as for staff

Jan 2013Spotlight on Bullying Behaviours

1-10 represent aspects of school life which may relate to positive/negative pupil behaviours

Colours indicate qualitative evaluation of these indicators by staff

Red segments require attention

Outcomes: Spotlight on Bullying Behaviours

Evaluated by/how?

Evaluated when?

Evaluation completed

Action Points AP addressed

Incorporated into SDP

Re-evaluation

Safe

guar

ding

HOY questionnaire Staff training day

Jan 13

Jan 13

Yes

Yes

Audit of Anti-bullying Procedures and Policy consultation completed Highlight commitment to Anti-bullying ethos with parents Budget issues re. AB ethos Environmental issues re AB: overcrowding in Assembly, corridors, lockers; lunchroom issues; temperature regulation; shelter in outdoor spaces Training for staff re definitions of violence & incident anatomy

Yes

Yes

Not yet

Not yet

N/A

N/A

Yes

Yes

SDP review SDP review

HOYs

•Collation of schemes Years 8-14

•Identification of gaps/overlap

•Account taken of pupil voice – Counselling evaluation sheets; end-of-year pupil evaluation sheets; School Council

HOYs

•Collation of schemes Years 8-14

•Identification of gaps/overlap

•Account taken of pupil voice – Counselling evaluation sheets; end-of-year pupil evaluation sheets; School Council

Jan 2014Planning for Progression in Personal Development

YEAR 11

11 When, how, who

SS Does topic address issues arising through school life?

TS/PC Links to other subjects? Collaborative learning?

Learning Intentions Success criteria

Intro to Year 11

Beg Term

1: HOY

2 Behaviour ManagementChanging Expectations at KS4

self-management All Subjects Relevant school administration procedures Relevant school rules and policies Sources of support both within and outside of school, to meet a range of possible needsChanging expectations within KS4 classroom

Pupils familiar with school policies and procedures and adhere to themPupils aware of sources of support and routes of referralPupils strive for academic success and sustain good work / life balance

Effective Learning

Term 1: FT

2 Expectations at KS4 self-management All Subjects Different types of learning styles and how these can be used to optimise learning and revisionTo take responsibility for own learning.To foster a desire to improve academic standards

Pupils are aware of the best methods of study for themselves

RSE

Term 1:

Love for Life

presentatio

n

4, 3 Online behaviourFriendship issuesCounselling

Working with others To provide pupils with age-appropriate information about sex, sexual health, and healthy relationshipsTo allow pupils opportunity to ask questions in a comfortable, non-judgmental environmentTo recognise good qualities in relationshipsTo recognise how to respect themselvesTo re-affirm that physical attributes are not the most important qualities to look for in a partner

Pupils have age-appropriate knowledge re. sex, sexual health and healthy rel’shipsPupils ask questions openlyPupils feel respect for their own bodies and consider themselves worthy of love

YEAR 11

Sample – Planning for Progression

Outcomes: Planning for PD Progression

Evaluated by/how?

Evaluated when?

Evaluation completed

Action Points AP addressed

Incorporated into SDP

Re-evaluation

Past

oral

Car

e

VP/HOYs, staff

Jan 14

Yes

Gaps/overlap identified; pupil voice accounted for

Ongoing

Yes

• ETI Safeguarding Proforma - staff

• Outcomes used to inform SDP

• ETI Safeguarding Proforma - staff

• Outcomes used to inform SDP

April 2014 – Safeguarding

Evaluated by/how?

Evaluated when?

Evaluation completed

Action Points AP addressed

Incorporated into SDP

Re-evaluation

Safe

guar

ding

ETI Proforma ST, HOYs, staff

March 14

Yes

Variety inc. RA training for staff Social Media Policy for staff

Not yet

To be ratified

Yes

Yes

Outcomes: Safeguarding

Many changes e.g.

• New SENCO appointed Oct 2012

• Rigorous review of systems VP/SENCO

• Audit of provision (staff, parents, pupils)

• Action Plans written

• Use of TTI SEN, and Improvement in Mainstream Schools Quality Indicators

Many changes e.g.

• New SENCO appointed Oct 2012

• Rigorous review of systems VP/SENCO

• Audit of provision (staff, parents, pupils)

• Action Plans written

• Use of TTI SEN, and Improvement in Mainstream Schools Quality Indicators

Special Educational Needs: Ongoing

Evaluated by/how?

Evaluated when?

Evaluation completed

Action Points AP addressed

Incorporated into SDP

Re-evaluation

Lear

ning

Sup

port

VP/SENCo Questionnaire

Oct 12

Ongoing – parents, pupils

Yes

Ongoing

Re-design of IEPs Re-written Policies and Procedures Ensure teachers aware of Register contents and acting to IEPs Small amendments to IEPs Sharing of good practice Small amendments to IEP structure, accessibility, review procedures Investigate ways to ensure IEP informing classroom practice

Yes

Yes

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

N/A

N/A

Yes

Yes

Yes

Yes

Yes

Ongoing

Annual

Ongoing

Ongoing

Ongoing

Ongoing

Ongoing

Outcome: IEPs

Sample IEP

• Encouraged to respond to evaluations

• Use of School Council to review policies etc

• Website

• SEN: Individual pupil target setting; focus Review of individual pupils across a range of subjects

Pupil Voice

• End of year pupil evaluation

• Love for Life Pupil Evaluations

• Attendance data

• Counselling evaluation sheets

• Behaviour Management data

• Bullying Incident Record Sheets

• End of year pupil evaluation

• Love for Life Pupil Evaluations

• Attendance data

• Counselling evaluation sheets

• Behaviour Management data

• Bullying Incident Record Sheets

Continuous Data Sources

Rapidly changing world of young people

Strategic/Operational/Real life events

Curriculum/pastoral demands

Staff changes

Resources, especially time

Rapidly changing world of young people

Strategic/Operational/Real life events

Curriculum/pastoral demands

Staff changes

Resources, especially time

Challenges

Use of existing quantitative data e.g. Behaviour Management statistics

Continuous review of work done to date

Use of existing quantitative data e.g. Behaviour Management statistics

Continuous review of work done to date

Areas for Development

Excellence in a Caring Community

Excellence in a Caring Community