STUDENT ASSISTANCE PROGRAMME

1. STUDENT ASSISTANCEPROGRAMME CYNFFIG CLUSTER

3. ONE PARNTER PRIMARY FSM for the school = 34% FSM for Year 6 = 41% Within Year 6 the following children can be identified as having a need for support 11% on the Child Protection Register 4% were LAC 6% had lost their parents during the year, one to suicide 6% of the children's parents were suffering from cancer 56% were not living with both their natural parents

4. INITIAL PHASE Transition project agreed by the cluster Built on a common interest in EI Looking for continuity and sustainability Recognised a need within the cluster Research into work in other LEAs directed us towards the Student Assistance Programme (SAP)

5. THE TRAINING Cheryl Watkins – Executive Director of STUDENT ASSISTANCE TRAINING INTERNATIONAL Two representatives from each school within the cluster were chosen to be trained. Training delivered over three very intensive days. Everyone went through the programme as a participant and a facilitator. This provided invaluable insight as to how pupils would possibly feel and react to the given topics.

6. THE PROGRAMME Initial intent was to provide early intervention and prevention with regard to all high risk behaviour. Aims to educate, identify, assess, refer and support students displaying high risk behaviours which are interfering with a student’s education and life development. Takes into account the pupils home life and outside influences.

7. SUPPORT GROUP SHARING A personal growth group that deals with various problems. Topics for the sharing group Personal History Feelings Defences Family Messages and Rules Control Feedback Forgiveness Gifts and Appreciations

8. GROUP FORMAT 8x1hr sessions Each session follows the same pattern An outline of the purpose for that session A reading of the guidelines and reinforcement of the confidentiality pledge. Warm up, go around one of the facilitators always goes first. Group activity Group closure All of the activities are very specific and there is a strict tried and tested script to follow.

9. SUPPORT not THERAPY Everyone has the right to pass. No probing or why questions. No advice giving. No analysing. No fixing. You are free to share as much as you want. You are in charge of what is comfortable for you. LISTEN VALIDATE SUPPORT

10. OUTCOMES Raise self esteem Empower pupils in making life skills decisions Empower pupils with problem solving strategies Improve communication skills

11. IMPLEMENTATION Summer term 2008. Two facilitators Liz & Heather. Two further faciltators now trained PD lesson 10 – 12 pupils. Venue – conference room. Identification of pupils (year 7) hand picked by HoY & SENCo. Parents informed & consent given. Evaluation of group. Evaluation of cluster group work.

12. EMOTIONAL INTELLIGENCE Dove tails into the work we have begun regarding emotional intelligence. Enhance this work by providing a safe environment for pupils to express their experiences and feelings. Five key competences of emotional intelligence are addressed within the group work.

13. EMOTIONAL INTELLIGENCEFIVE KEY COMPETENCES SELF AWARENESS MANAGING FEELINGS MOTIVATION EMPATHY SOCIAL SKILLS

14. OTHER GROUP TOPICS INSIGHT – drugs/ alcohol abuse GRIEF & LOSS – helping adolescents heal from loss, death, trauma, moving and transition. ANGER MANAGEMENT. BREAKING THE CYCLE – bullying. CRISIS & AFTER THE CRISIS.

15. Evaluations (WALES 2003-2007) Wrexham 6th year - 80% of pupils would recommend to a friend. Caerphilly 5th year - 100% of pupils at Caerphilly boys would recommend to a friend. All reported an increase in positive feelings of self worth, improvement in attitude towards school and in their approach to school work. In some cases the figures are as much as 100%

16. Evaluations - Cynffig Good that people would listen – 90% Pleased to be able to share things on their mind – 70% Able to talk freely 80% Helped to change oneself – 70% Enjoyed - 100%

17. THE GOALS To reduce feelings of isolation and loneliness. To be able to connect with self and others. To practice and receive support for healthy living skills. To identify self – defeating behaviours and break through denial. To receive nurturing and affirmations for growth. To increase self awareness and self esteem. To provide validation, support and encouragement. To reduce feelings of shame. To learn how to form healthy relationships. To provide a trusting environment for growth. To learn how to care for oneself, others and to let others care for them.

18. Time for an anecdote

19. Issues How to expand SAP for all pupils? How does it fit within our existing support and guidance framework? How does it fit within the LEA support and guidance framework?

20. PROMOTING THE GOALS OF SAP/EI THROUGH THE CURRICULUM Establish a methodology that enables EI to be addressed within the curriculum The work has to be collaborative within each school and between the schools of the cluster Sustainability established by embedding within the curriculum Resources developed that are common to all members of the cluster Evaluation – group and individual tracking over time.

21. The Way Forward Create time within the curriculum for SAP Identify a programme that addresses the goals of SAP and the key competences in EI across the key stages Establish audit / evaluative tools

22. Audit / Evaluation Pupil Attitude to Self and School (PASS) Tried and tested tool Allows you to focus resources where they are most needed Helps you plan your support for all the children in a year group Lets you measure progress made

23. Creating time SAP was delivered on the basis of grace and favour to other subjects Delivered in isolation from other EI work Opportunity to link it to another initiative, CoPE, giving it a place in the curriculum and a link to EI

24. CoPE Cert. Of Personal Effectiveness (CoPE) introduced at key stage 3 Portfolio based qualification based on challenges that promote the key competences and wider key skills Introduced into Yr 7 for 1 period per week,progressing into Yrs 8/9 Possible inclusion within other curriculum areas ASDAN qualification.

25. CoPE Challenges at three levels Allows differentiation by ability and age. Choice within the challenges enables the creation of a specification that promotes EI.

26. EXAMPLE OF A CoPE CHALLENGE (level 1 Citizenship and Community) One of your friends confides in you that he/she is being bullied by a group of young people he/she on the way home from school He/She does not want to tell an adult. How would you solve this problem? (est 2 hours)

27. Key Stage 2 ASDAN - Stepping Stones 64 challenges Complete a minimum of 8 – one from each of four sections. Main Areas of Study Roles and myself Active citizen Wider community Health and lifestyle

28. IMPLEMENTATION Make all staff aware of the goals of SAP Identify / train the CoPE team Identify / train the lead KS2 teachers Time for lead teachers to plan / train staff Provide time for the planning of resources Provide support to produce quality resources Provide support to undertake evaluation and disseminate results.

29. Sustainability Achieved through a quality resource Has the ability to be updated and does not become “frozen” in time Cluster is developing a “virtual transition” project using a VLE VLE project will be expanded to allow the teachers involved to view and modify the resource as they gain experience in using it.