Staff Support Systems to Manage Pupil Behaviour BAS 805

1. Staff Support Systems to Manage Pupil Behaviour BAS 805 Lorimer Hayes lorimer@tiscali.co.uk 07717 543778

2. Outline of the session • Introductions • The LSC Manager 4.15-4.45 • The Learning Mentor 4.45-5.15 • Break 5.15-5.45 • The Role of the TA 5.15-6.15 • Conclusion

3. Session objectives • To define the roles of the learning support unit, of learning mentors and of teaching assistants • To outline the effectiveness of the above roles in managing pupil behaviour in other schools • To consider their potential in managing pupil behaviour in the reality of our own school settings

4. Glenburn Sports CollegeSkelmersdale Student Support Centre (LSU) Tina Cunliffe Manager

5. Staffing • 1 Teacher SSC Manager • 4 LSAs ( Support Teachers) • 2 Learning Mentors a)Transition b) Work Experience • 1 Home School Liaison Officer

6. SSC Manager • Line manager to all Centre staff • Overall view of caseloads • Liaison with all centre staff (LSAs weekly) LMs and HSLO monthly (informally +++) • Liaison with Learning Managers + KS3&4 heads etc. • Access to Youth Worker • Referrals and appointments with School Counsellor • Organisation of Care Plans for ADD ADHD • Liaison with BIP Manager • Multi-agency access • Tutor & teacher in Support Centre • Walks on water

7. Trigger factors for referral and possible intervention • SEBD Statement • Advice from Primary School • Attendance/truancy (external or internal) • Serious incident slips • Detentions • Removes • Child protection factors • Self esteem issues • Bullying (victim/ bully) • Health issues:- including ADD ADHD etc etc. etc.

8. Referrals • Tutors advise Learning Managers students of concern • Learning Managers refer to SSC and discussion takes place • Agree outcome • Outcomes considered and actioned • In class support • Withdrawal for specified period of time • and/or other agency • Parental involvement

9. Withdrawal from class (specified time and subject) SSC IBP written Additional support/re-target support in class (LSA) Temper Management sessions (LSAs deliver) Learning Mentor input Youth worker Counselling Brief Therapy/NLP Referral to Counsellor Referral to other agency Parental involvement Remove Seclusion** Bridge** Exclusion Internal Disciplinary Panel** Governor’s Disciplinary Panel School responses to need/behaviour

10. Seclusion Referred by LMs or KS Heads for persistent disruptive behaviour and/or Non- compliance with school rules Letter home to parents to advise seclusion to happen and reasons. Recorded but NOT an exclusion • Starts at 9.50 am. Finishes at 3.00pm • LSA meets in Reception and escorts to Remove (isolation) • Lunch supplied in Remove • Toilet breaks supervised • Dismissal from school at 3pm

11. The Bridge • Established under BIP funding • In Ormskirk • Accepts 1st day referral (students who would otherwise have been excluded) • Maximum 15 days. • Liaises with school re: paper work at referral and at reintegration via HSLO • Work provided by feeder school • Bridge staff also include ‘choices’ programme, anger & offer 1:1 sessions

12. Post Bridge & Exclusion Monitoring • Post Bridge and Post Exclusion monitored via Report Cards • Weekly meetings with nominated LSAs (2) • LSAs seek input/advice/support from LMs/ SMT/SSC Manager if needed • Parents involved in meetings in person/ by phone/ by letter. • Positive postcards/letters home and small rewards for improvements made. • On-going support available and offered

13. Internal Disciplinary Panel • Meets half termly • 4 staff – Dep. Head, Asst Head, BIP Manager SSC Manager • Targets 4 or 5 most challenging students • All incidents collated prior to meeting and listed • Child attends with parent after school. • Outcomes defined by ensuing discussion • Ultimate outcome referral to Governors Disciplinary Panel (biennial)

14. Other things Individual Behaviour Plans (IBP) Behaviour contracts Reports Multidisciplinary input

15. Setting up the Learning Support Centre Tracey Simpson Hameldon Community College Burnley

16. SETTING UP THE LEARNING SUPPORT CENTRE • FIRST ESTABLISHED MAY 2001 IN IVY BANK HIGH SCHOOL. • INITIALLY STAFFED BY A CENTRE MANAGER AND 1.5 TEACHING ASSISTANTS (ALL OF WHOM HAVE SOME TRAINING IN COUNSELLING) • SUBTANTIAL INVOLVEMENT FROM OUTSET BY SENIOR MANAGEMENT TEAM AND GOVERNORS. • DIRECTLY SUPPORTED BY DEPUTY HEAD WHO WAS ALSO RESPONSIBLE FOR CHILD PROTECTION AND LOOKED AFTER CHILDREN. • CENTRE INCLUDED TWO SMALL ROOMS AND A LARGE ROOM INCORPORATING A COMPUTER SUITE. • SENIOR MANAGERS,HEADS OF YEAR, CURRICULUM MANAGERS,TEACHERS, ATTENDENCE OFFICER AND E.W.O. INVOLVED IN REFERRAL PROCESS.

17. COMMUNICATION ALL STAFF INFORMED OF:- • CENTRE ETHOS. • TYPE OF STUDENTS WHO MAYBE SUPPORTED BY CENTRE. • ENTRY/REFERRAL AND EXIT PROCEDURES. • MONITORING PROCEDURES. • AGENCIES INVOLVED WITH STUDENTS. • DISAPPLICATION FROM NATIONAL CURRICULUM WHERE APPROPRIATE. • PROCESS FOR ENSURING WORK SENT BY TEACHER TO CENTRE AND RETURNED FOR FEEDBACK AND MARKING.

18. ETHOS • CHILD-CENTRED APPROACH – ALWAYS AIMING TO STRUCTURE CENTRE, PROVIDE SUPPORT AND ALLOCATE TIME IN CENTRE, AROUND THE STUDENT’S NEEDS (FLEXIBLE AND ADAPTABLE). • STUDENTS PLACED IN THE CENTRE ARE NOT EXCLUDED FROM THE MAINSTREAM ACTIVITIES OF THE SCHOOL AND ARE NOT ISOLATED FROM THEIR PEERS EITHER ACADEMICALLY OR SOCIALLY. • ENSURE ‘POSITIVE’ BEHAVIOUR MANAGEMENT AND MODELLING BY CENTRE STAFF.(NON-CONFRONTATIONAL, PROBLEM SOLVING/DIFFUSING APPROACH.) • RECOGNISING THAT CHANGE TAKES TIME, TRUST AND MATURITY – NEVER ‘GIVE UP’ ON STUDENTS. • TEACHING STUDENTS THE VALUE OF PERSONAL RESPONSIBILITY AND SURVIVING THE SYSTEM IS AN ESSENTIAL PART OF MEETING THEIR NEEDS.

19. Self-actualisation personal growth and fulfilment Esteem needs achievement, status, responsibility, reputation Belongingness and Love needs family, affection, relationships, work group, etc Maslow’s Hierarchy of Needs (original five-stage model) Safety needs protection, security, order, law, limits, stability, etc Biological and Physiological needs basic life needs - air, food, drink, shelter, warmth, sex, sleep, etc.

20. STUDENTS RECEIVING SUPPORT IN CENTRE INCLUDE THOSE WHO:- • HAVE LOW SELF-ESTEEM. • HAVE POOR INTERPERSONAL SKILLS. • HAVE DIFFICULTY RESPONDING POSITIVELY TO RULES AND AUTHORITY. • HAVE AGGRESSION/ANGER MANAGEMENT ISSUES. • HAVE ATTENDENCE ISSUES. • HAVE MEDICAL NEEDS/CONDITIONS. • HAVE ANXIETY ISSUES. • HAVE EBD STATEMENTS. • HAVE LIFESTYLE ISSUES (IE:SUBSTANCE MISUSE, SEXUAL HEALTH ISSUES). • HAVE BULLYING ISSUES (BULLIES AND BULLIED). • HAVE HOME DIFFICULTIES INCLUDING CHILD PROTECTION ISSUES AND/OR ARE LOOKED AFTER CHILDREN. • HAVE BEREAVEMENT ISSUES.

21. TYPES OF REFERRAL • FULL-TIME – MADE BY HEADS OF YEAR, SENIOR MANAGEMENT AND EWO. FOR STUDENTS EXPERIENCING DIFFICULTY IN A LARGE NUMBER OF CLASSES (50% +) • PART-TIME RESPITE– MADE BY CURRICULUM HEADS IN CONSULTATION WITH DEPARTMENT STAFF. • ONE2ONE SUPPORT AND GUIDANCE- CAN BE MADE BY ANYONE IN CONSULTATION WITH H.O.Y AND/OR S.M.T. INVOLVES MORE INTENSIVE SUPPORT FOR STUDENTS WHO MAY HAVE EMOTIONAL/PSYCHOLOGICAL, SOCIAL AND HEALTH ISSUES WHICH IMPACT ON THEIR ABILITY TO ACCESS THE CURRICULUM.

22. ASSESSMENT AND MONITORING • INITIAL ASSESSMENT • STUDENT SELF-EVALUATION • I.I.P(INDIVIDUAL IMPROVEMENT PLANS) • REPORT CARDS • P.S.P’S

23. AGENCY INVLOVEMENT(SUPPORTED BY REGULAR MULTI-AGENCY PANEL MEETINGS) • SOCIAL SERVICES AND PRIVATE FOSTER CARE AGENCIES. • COMMUNITY ADOLESCENT MENTAL HEALTH SERVICES • CONNEXIONS. • POLICE • YOUTH AND COMMUNITY SERVICE • YOUTH OFFENDING TEAM • DRUG SERVICES (IE:EARLY BREAK) • SEXUAL HEALTH SERVICES (IE:’STEP IN’ PROJECT) • PREGNANCY ADVISORY SERVICE • LEMS • SCHOOL NURSE • CRUSE • YOUNG CARERS • NATIONAL YOUTH ADVOCACY SERVICE • G.R.I.P. AND Y.I.P

24. ALTERNATIVE ACTIVITES AND DISAPPLICATION • PAYP (POSITIVE ACTIVITIES FOR YOUNG PEOPLE). • COMMUNITY COHESION PROJECT (YOUTH AND COMMUNITY). • TRAINING 2000 CAROUSEL. • TRAINING 2000 YR11 PROJECT. • MYERSCOUGH COLLEGE YR11 PROJECT. • EXTENDED WORK EXPERIENCE THROUGH E.B.P AND TRAINING 2000. • ‘ARMY WAY OF LIFE’ PROJECT

25. USEFUL RESOURCES • DFEE Social Inclusion: Pupil Support 10/99 • Learning Support Units – supporting school improvement A self-evaluation framework combined with an LSU Audit tool for LSU Managers… Created by Leora Cruddas Strand Co-ordinator for Learning Mentors and Learning Support Units, Waltham Forest and adapted for use by the DFES • MANAGING SUCCESSFUL INCLUSION (The Pastoral Support Programme in Practice) Liz Smith & Bill MacPherson ISBN 1 902751 54 X E-MAIL success@senter.co.uk TEL: 0191 252 8475 • LEARNING SUPPORT UNITS (The way forward for Social Inclusion in Schools) Moyra Healey Learning Support Unit Extension Project Manager DFES E-MAIL: moyra.healey@dfes.gsi.gov.uk TEL: 0121 – 772 8176

26. The Learning Mentor - An essential post for all schools Ailsa Bunch Morecambe High School

27. My Background • Graduated 1999 - York • Duty Manager 1999 – 2001, Residential Children Home, Penrith • Registered Manager 2001 – 2004, Children Home, N Yorkshire • Learning Mentor 2004 – current, MHS

28. Aims of session • To have a clear understanding of the Learning Mentor Role. • Benefits of Learning Mentors in schools. • How to establish a Learning Mentor post.

29. Definition of Learning Mentoring: • To provide support and guidance to pupils and those engaged with them, by removing barriers to learning in order to promote effective participation, enhance individual learning, raise aspirations and achieve potential

30. The Three main strands linking with Every Child Matters (ECM) • To provide a complementary service, which enhances existing provision in order to support learning, participation and encourage social development • To develop and maintain effective and supportive mentoring relationships with pupils and those engaged with them • To establish and develop effective one to one mentoring and other supportive relationships with pupils

31. Strand 1 • Assist pupils in transfer and transition • Contribute to the comprehensive assessment (Profiling) • Contribute to the identification of barriers to learning for individual pupils • Provide pupils with a range of strategies for overcoming the barriers

32. Strand 2 • Establish functional one to one relationships with pupils • Develop, agree and implement a time bound action plan with groups and individual pupils • Facilitate access to specialist support services for pupils with barriers to learning • Assist in the identification of early signs of disengagement and contribute to specific interventions to encourage re-engagement

33. Strand 3 • Develop and maintain appropriate contact with the families and carers of pupils who have identified needs • Negotiate, establish and maintain effective working partnerships with other agencies and individuals in order to address needs and help remove barriers to learning for pupils • Contribute to the identification and sharing of good practice between individuals and partner agencies to enhance mentoring provision

34. Access for Mentoring Criteria for referral: Examples • Poor basic skills, e.g. Writing, Numeric, organisation • Poor concentration affecting learning • Poor behaviour affecting learning • Poor / low self esteem • Not keeping up with expected attainment levels • Danger of exclusion • Family issues/ young carers • Victims of bullying • Long term absentees • At risk during transition

35. Referral process Referral form received Referral meeting Level of support identified Work begins Observation Assess basic levels of attainment Identify barriers to Learning Withdrawal Support systems Explore strengths and weaknesses Goal / target setting Feedback Observation back in class Explore options Assessment and feedback Three Levels of Support Significant Level One to One support Daily / frequent input Medium Level Support through groups Activity sessions Task focused work Infrequent Level Drop in sessions Lunch time activities Peer Mentoring Processes for Mentoring Referrals are considered from Students, Heads of House/ Year, Form Tutors, Heads of Department and SMT.

36. Profiling pupils • Profiling students is essential in the planning and monitoring of a pupils progress through the Mentoring programme. • Teachers are asked to fill in a Baseline data form at the start of the Mentoring relationship this asks for Attainment levels, Attitude, Behaviour, Attendance and homework. • The pupil will then complete a Multiple Intelligences questionnaire and learning styles form; this can then be plotted on an overview form. • The profiling process then enables targets to be set on Action Plans, Individual Education Plans and in Pastoral Support Plans. This then allows the pupils to monitor their own progress though structured review sessions.

37. Your Profile • Short Exercise on your own learning styles. • Any Surprises? • 80% of pupils excluded form schools are Kinaesthetic learners

38. Tools Mentors use examples • Brain Gym • Brain Power exercises • Promoting Boys learning • Visualisation Techniques • Positive Steps groups • Emotional Literacy • NLP Time line work

39. Day in the life • Breakfast club • Registration checks • Session 1: one to one Yr 9 Anger Management • Session 2: one to one Yr 7 Confidence in learning • Session 3: Hour group session, Positive Steps • Break time: Peer Mentor project • Session 4: Drop in centre over lunch • Session 5: Group session: Beating the bullies • Session 6: Mediation session between two Yr10’s • Session 7: One to one Yr 11 Attendance and exam preparation • Session 8: Mediation after school with Mother and Daughter

40. Benefits: The statistics! • Over the last year the mentoring project has worked with 80 students on a 1:1 or group work basis. • Attendance has improved by 71% • Punctuality has improved by 73% • Behaviour has improved by 76% • Academic progress has improved by 69% • Personal organisation and involvement in school activities has improved in almost all cases. (Statistical analysis of baseline data prior and post mentoring)

41. What a Mentor needs • Private room and office • Phone and computer • Their own timetable • Time to establish links both internal and external of the school Policy and procedures • Home visits • One to One • Family contact • Activities

42. Do’s • Mentoring room • Referral process and procedures • Whole school communication • Senior staff support • Regular supervision • National Training • Holiday activity programmes • Time with the school SENCO

43. Further Information • http://www.standards.dfes.gov.uk/learningmentors/ • The Learning Mentor’s source and resource book Kathy Salter, Rhonda Twidle Published 2005, ISBN 1412912059 • Learning Mentors in Schools: policy and practice Leora Cruddas, ISBN 1 85856 331 3

44. The teaching assistant role in managing behaviour Lorimer Hayes

45. Frequently voiced concerns • I don’t have the time before the lesson to know what’s going to be covered • I don’t know enough about the subject • The teacher doesn’t communicate with me • I’m just used as a dog’s body • There’s a distinct hierarchy • I can’t issue rewards or sanctions • I’m not used as much as I might be • The pupils see me as a second class citizen

46. Effective use of TAs • Clear management policy • Clear role description known to all staff • Training integral part of post • Good communication with teaching staff and with other TAs • Inclusion • Effective relationships TA-teacher-pupils • Involvement in planning and preparation • Highly valued as staff members

47. Video clip www.teacherstv ‘Using TAs effectively’

48. Where do I go now? • Action points sheet • Evaluation • Networking • Bedtime reading! • SMT discussion and links with SEF and school development • View website – www.lancsngfl.ac.uk