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Portree High School Partnership Matters

Portree High School Partnership Matters. Partnership Matters. “If we are together nothing is impossible”. Winston Churchill “Teamwork makes the dream work”. Swahili Proverb “Our success has been based on partnerships from the very beginning.” Bill Gates. Partnership Matters Overview.

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Portree High School Partnership Matters

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  1. Portree High School Partnership Matters

  2. Partnership Matters • “If we are together nothing is impossible”. • Winston Churchill • “Teamwork makes the dream work”. • Swahili Proverb • “Our success has been based on partnerships from the very beginning.” • Bill Gates

  3. Partnership Matters Overview • Partnerships overview • 16+ Learning Choices Group • Skills Development Scotland • West Highland College • Young Carers • 16+ Learning Choices Projects • Ensuring Quality

  4. Ongoing Core and Extension Multi-Agency Partnerships Supporting the needs of all our young people, with particular reference to pupils in the potentially higher categories: • Pupils with Additional Support Needs (ASN) • Looked After Children • Young Carers • Persistent Truants • Young Offenders • Abuse of alcohol and drugs • S4-S6 Pupils who are potentially summer/winter leavers

  5. Partnerships 1 • Social Work, Integrated Services Officer (ISO) Eileen Steele, and Highland Youth Action Worker, Elaine Smith • Psychological Services: Bob Leadbetter • Health: School Nurse: Helen Gilpin, Primary Mental Health Worker,: Dave Morton, Learning Disabilities Service: Tracy MacRitchie and Heather Strong. DCFP, Epilepsy Nurse, Occupational Therapist, Speech and Language Therapy, Visually Impaired Support, • Looked After Children (LAC) • Young Carers Project: Marjory Jagger • Crossreach Counselling Service: Jean Gillies and Eileen Burnham, • Skills Development Scotland (SDS), Donna McEwan, Billy Ross, Catherine Mackinnon • West Highland College; Fiona Grant, Maggie MacDonald, Ewen Mackinnon, Grace Wilcox • Highland Youth Development Service, Youth Development Officer (YDO) Annie Davidson and Paul Burden

  6. Partnerships 2 • Local Employers: Work Experience (S3) and Work Placements (S4-S6) and Construction Crafts Skills for Work courses (S3-S6). • Countryside Ranger Service: John Philips (John Muir Award) • YMCA Worker, Paul Bassett • Eolas: Sexual Health Group • Skye and Lochalsh Drug and Alcohol Forum: Donald Beaton • Shirlie Project, James Ross • Police, Inspector Duncan Maclean • Rotary Club, Hugh Clark • Red Cross, Anne Eadie • Children’s Reporter, Hugh Strachan • Eden Court Drama and Education Programme, Kati Kozikowska • Springboard: Hospitality and Travel and Tourism courses. • Skye and Lochalsh Vocational Group: (Previous)

  7. 16+ Learning Choices Group 6 Monthly/Annual Meetings as a group: • Portree High School • Careers/ SDS • Social Work: e.g. Youth Action Worker • Highland Youth Development Service • West Highland College

  8. SDS visit all PSE classes S4-S6 to conduct screening exercise. • Attendance at S4-S6Parents’ Evenings. • Presentations at S4/S5 Parents’ Information Evenings. • Referral to the SDS Key Worker service for those requiring extra support on transition, including young people with additional support needs). • SDS Information, advice and guidance to pupils. • Regular liaison regarding “Traffic Lighting” of winter and summer leavers. • Ongoing monitoring and tracking proposed leaver destinations of pupils and share with SDS. • SDS collect and record intended destinations.

  9. SDS continue tracking of those yet to receive an offer before leaving school so that intensive support can be given during the summer. • School notification to SDS of offers of post-16learning made to young people. • Immediate action following SQA results day to confirm provisional offers, and offer information, advice and guidance. • Notification to SDS of young people leaving learning. • Annual school leaver destinations survey(September) to confirm young people have settled into their chosen post-16 activity. • Evaluation of S5 Christmas (Winter) Leavers. • Annual Review of the 16+ Learning Choices.

  10. College Link Partnerships: Overall Aims • Work together to provide more choices for young people. • Help young people to develop confidence and the skills for learning, life and work. • Widen pupils' opportunities for progression and prepare them for further learning • Ease pupils' transition from school to further learning, training or employment • Broaden pupils' curriculum choices • Enrich pupils' educational experiences. • Improve positive destinations for our pupils.

  11. Sunflower Dress - Fashion and Textiles ECDL pupils (edited by Digital Media Computing pupils)

  12. S5-S6 College Link courses • Session 2010-11 • ECDL Bundle • Digital Media Computing • Early Education and Childcare • Fashion and Textiles • Maritime Skills: Day Skipper, Powerboat Licence etc • SQA Personal Development units included in some courses. • Session 2011-12 also • Higher Psychology • Outdoor Education

  13. Early Education and Childcare Digital Media - Still Images

  14. 16+ Learning Choices Projects • ASDAN courses: Asmall number of identified ASN pupils, including SEBD pupils. • Duke of Edinburgh Bronze Award Scheme: Identified pupils S3/S4 (ASN, SEBD, self-esteem etc) • John Muir Award: Identified pupils S1-S3 (Early Intervention)

  15. 16+ Learning Choices Projects • S3-S4 Girls’ Groups Social Inclusion: Supporting youngsters with issues such as aggression, low self esteem lack of behavioural boundaries, low emotional and behavioural development. • Alcohol Misuse Group Facilitators: Youth Development Service and Support Worker

  16. Good Practice: Carers and Young Carers Stories: The Carers and Young Carers Strategy for Scotland 2010-2015 Portree and Plockton High Schools have been supported by Skye and Lochalsh Young Carers Project to develop a "Young Carers' Policy" which is designed to identify and support young carers. • Special responsibility for young carers to two members of staff; • ensures awareness of young carers' issues is raised in assemblies, • Personal and Social Education classes, • through leaflets and the schools' website; • alerts subject teachers to young carers in class • and promotes information about the support available through the Young Carers' Project. • As a result of input to assemblies at Portree High School, the numbers of young carers coming forward for support rose from 30 in March 2009 to 46 in March 2010.

  17. Good Practice: Carers and Young Carers Stories: The Carers and Young Carers Strategy for Scotland 2010-2015 In addition, the Policy makes specific provision to address the demands that young carers face and which can impact on their school attendance, conduct and attainment. • sensitivity to the needs of parents with disabilities • allowing young carers to keep mobile phones on in class • referral to the young carers project when respite care is needed • making provision for young carers arising late at school • the introduction of 'out of class cards' and 'chill-out' room at times of high anxiety • extensions to homework deadlines • identifying young carers in GIRFEC plans • recognising and celebrating young carers' achievements • involving young carers in training on disability and caring issues

  18. Partnership Working Traffic Lighting Partnership Matters 2009 document: http://www.scotland.gov.uk./Publications/2009/05/08155445/0

  19. 8.1 PARTNERSHIPS WITH THE COMMUNITY, EDUCATIONAL ESTABLISHMENTS, AGENCIES AND EMPLOYERS KEY FEATURES • This indicator relates to the effectiveness and impact of the school’s partnership with the community, educational establishments, agencies, employers and others in supporting learners and targeting support to individuals. • It focuses on the school’s arrangements for consulting, communicating and working with others in supportive and effective ways. • Key considerations include the extent to which the school works effectively in a range of multi-disciplinary partnerships and is committed to joint working in planning, delivering, and evaluating joint projects.

  20. 8.1 PARTNERSHIPS WITH THE COMMUNITY, EDUCATIONAL ESTABLISHMENTS, AGENCIES AND EMPLOYERS LEVEL 5 ILLUSTRATION • We have effective partnership working which makes a difference to the quality of support for learners. • We have a clear framework with appropriate aims and effective procedures to evaluate the impact of partnership working on individuals and groups. • Staff are committed to the aims of joint working and engage actively with partners, community representatives and agencies. • Our links with other educational establishments, community and specialist agencies and employers have enriched learning and improved learners’ achievements and targeted support to individuals and their families. • Staff work well with others to ensure that those most vulnerable are well supported and their learning and welfare needs are addressed throughout transitions. • We provide effective support through partnerships, where appropriate, with employers, industry, community learning and development, Scotland’s Colleges, voluntary groups, educational psychologists, health services and social workers. • We are clear about our respective roles and responsibilities and have very good opportunities to meet and share training with our partners. • We work with partners providing integrated services to children to identify local priorities and objectives.

  21. Scanning the horizon to plan for the future

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