Lee Dunn Principal Teacher Pastoral & School Development (Alva Academy) Sandy Parker

1. Image courtesy of Youth-Link Youth Work and Schools Practitioner Seminar Quality Hotel, Perth 28th January 2008 More Choices, More Chances Preparing for Post-School Transition Lee Dunn Principal Teacher Pastoral & School Development (Alva Academy) Sandy Parker Youth Worker (Alva Academy) Tom Snow LTS Development Officer (MCMC) Image courtesy of LTS

2. Workshop Aims To place More Choices, More Chances within the context of Curriculum for Excellence and discuss the emerging themes leading to success for young people. To examine the relationships between school and Youth Work in a practical setting - outlining roles, activities, communication and the factors leading to effective partnership working.

3. Workshop Outline Supporting Young People in Education More Choices, More Chances - Alva Academy Curriculum and Pastoral Welfare Support Youth Work Support Partnerships and Communication Transition Planning

4. Supporting Young People in Education More Choices, More Chances Alva Academy Clackmannanshire Council

5. “We all have big changes in our lives that are more or less a second chance’’ Harrison Ford

6. A Curriculum For Excellence Image courtesy of LTS Images courtesy of www.justteaching.co.uk

7. A Curriculum For Excellence It is important to ensure that children and young people are acquiring the full range of skills and abilities relevant to growing, living and working in the contemporary world. Curriculum for Excellence aims to ensure that they will enjoy greater choice and opportunity to help realise their individual talents. Text courtesy of LTS

8. MCMC Aims (within The School) Motivate, stimulate and raise attainment Build confidence, optimism and aspiration Educate and develop ‘life skills’ through a wider range of curriculum and vocational provision Increase the number of students who arrive into a positive destination following successful transition into employment, education or training

9. Pupil Support Structure

10. Identifying The Young People • SEEMIS Data • Behaviour Support Agenda • Pupil Support Agenda • School Liaison Group Agenda (external agencies) • Underachievement and lack of attainment • Referral from The Police • Currently placed on Staged Intervention • Referral from Careers Advisor • Referral from Forth Valley College Link Officer • Positive Behaviour Policy (sanctions and rewards) • Exclusion Rate • Attendance Rate

11. Identifying The Young People • LAAC (Looked after in Children’s Unit of Foster Care) • LAC (Home Supervision Order) • Social Work • Free School Meals • Referral System (both internal and external) • Additional Support Needs • Young Carer • EAL (English as an Additional Language) • Educational Disaffection • Family Circumstances • Poverty • Substance Misuse and other external governing factors: • (Teenage Parents; Offenders; Physical - Mental Health) • School Leavers (Positive Destination Requirement)

12. Pupil Centred – Team Approach

13. Curriculum and Pastoral Welfare Support

14. The First Steps Why is the Young Person not engaging / motivated? What are the barriers? What supports / interventions are required? Who can help? What will it take? Image courtesy of comicbookresources.com

15. Working with The Young Person The First Meeting Building a Rapport Building Trust Appropriate Action Be Prepared A Balancing Act Transition Arrangements

16. Positive Interventions • Support them (monitoring and tracking) • Make home visits • Reduce / consolidate timetable • Refer to the Children’s Reporter • Place on Staged Intervention / other plan • Introduce other professional support • Liaise between curriculum teachers • Seek advice and support from others • Do what it takes!

17. Youth Work Support

18. Youth Work Support What are the relationships between School and Youth Work? To support designated pupils in their academic and social development To establish, maintain and contribute to working relationships within the school, parents / carers and external agencies

19. The role of The Youth Worker in School • Based full time in school • Individual caseload – key contact • Primary transition • Managing a registration support group • To organise, facilitate and evaluate: • Groupwork programmes • Holiday activity programmes • Extended work experience (Alvie) • After school clubs

20. Co-ordinating, chairing and attending review meetings, transition planning meetings and The Children's Panel • Report writing / information gathering • Informing staff of the support needs of individual pupils • Working with staff to improve classroom behaviour • (SPinVIP) • Framework for intervention, Restorative Practice • Attending the Behaviour Support, School Liaison Group and Pupil Support meetings

21. Communication • Parents/Carers • School Staff • External Agencies

22. Partnerships and Communication Establishing an effective partnership

23. Who are our Partners?

24. Psychological Services Woman’s Aide Support Agencies Voluntary Agencies Health Services Young Carers Employers The Police Parents / Carers Social Work Legal Services Forth Valley College Local Authority Housing

25. Partnerships and Communication Methodology • School Liaison Groups • Review Meetings • Emergency Child Protection Meetings • Children’s Panels • Case Conferences • Other formal / informal? communication • Presentations • Interviews

26. Partnerships and Communication - Barriers - • Traditional professional boundaries • Different values and beliefs • Language • Increasing complexity of work • Need to reduce duplication and inefficiency • Increased expectation

27. Partnerships and Communication Image courtesy of cartoonstock.com

28. Partnerships and Communication Activity

29. Partnerships and Communication Solutions? • Avoid acronyms • Be honest • Be supportive • Be understanding • Be open, clear and share information • Stay in touch!

30. Partnerships and Communication Getting It Right For Every Child Key Issues: Changes to The Children’s Hearing System (grounds for referral) Introduction of an Integrated Assessment Framework (which will be used by ALL agencies) Introduction of a Young Person’s Plan Introduction of a Lead Professional

31. Partnerships and Communication Getting It Right For Every Child

32. Transition Planning

33. Transition Planning I’m leaving! What’s next?

34. Transition Planning Under the new education act, schools have a duty to make transition arrangements for young people preparing to leave school A DUTY TO REQUEST INFORMATION FROM EXTERNAL AGENCIES INITIAL MEETING 12 MONTHS BEFORE THEY ARE ABLE TO LEAVE AT 6 MONTHS BEFORE THEY CAN LEAVE, THERE IS A DUTY TO IDENTIFY REQUIRED SUPPORTS

35. Transition Planning The meeting is to plan the Young Person’s future and NOT to review what has happened in school This is a Pupil Centred forward thinking process

36. Transition Planning • Who will attend? • Key Professionals • Parents / Carers • The Young Person • Other

37. Transition Planning Recording the Meeting

38. Questions?

39. Contact Details Lee Dunn ldunn@edu.clacks.gov.uk Sandy Parker sparker@edu.clacks.gov.uk Tom Snow T.Snow@LTScotland.org.uk www.alvaacademy.clacks.sch.uk www.ltscotland.org.uk