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Using a Pupil Passport to support transition from primary to secondary

Using a Pupil Passport to support transition from primary to secondary. Haverhill Cluster TA Network Meeting Sue Weeks Outreach Co-ordinator. Spot the differences …. Make a list of the differences that you are aware of or expect. (3 mins). Aims of the session.

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Using a Pupil Passport to support transition from primary to secondary

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  1. Using a Pupil Passport to support transition from primary to secondary Haverhill Cluster TA Network Meeting Sue Weeks Outreach Co-ordinator Western Area Special Schools' Outreach Service

  2. Spot the differences …. Make a list of the differences that you are aware of or expect. (3 mins) Western Area Special Schools' Outreach Service

  3. Aims of the session • To briefly consider the importance of smooth transition from experience and research • To look at ‘Pupil Passports’, what they are and how they can be used • To identify how they could be developed and used in specific settings Western Area Special Schools' Outreach Service

  4. Challenges? Western Area Special Schools' Outreach Service

  5. What is needed to support children’s transitions? ❝As recognised in effective communication and child development, it is important to understand a child or young person in the context of their life, to recognise and understand the impact of any transitions they may be going through. It is also vital to recognise the role of parents and carers in supporting children at points of transition and to understand the need for reassurance, advice and support that parents and carers may express at these points.❞ (DfES 2005:16) Common Core of Skills and Knowledge for the Children’s Workforce. Western Area Special Schools' Outreach Service

  6. What is needed to support children’s transitions? • Recent trends in health and social care services have tended to focus on factors that pose risks for children, rather than opportunities for their growth and adaptation • Young people need to be supported in risk taking What support structures would YOU put in place? Western Area Special Schools' Outreach Service

  7. What is needed to support children’s transitions? • Strong social support networks. • The presence of at least one unconditionally supportive parent or parent substitute. • A committed mentor or other person from outside the family. • Positive school experiences. • A sense of mastery and a belief that one’s own efforts can make a difference. • A range of extra-curricular activities that promote the learning of competencies and emotional maturity. • The capacity to re-frame adversities so that the beneficial as well as the damaging effects are recognised. • The ability – or opportunity – to "make a difference" by, for example, helping others through volunteering, or undertaking part time work. • Exposure to challenging situations which provide opportunities to develop both problem-solving abilities and emotional coping skills. (Newman and Blackburn 2002:11) Western Area Special Schools' Outreach Service

  8. What is a Pupil Passport? • A personal statement • A ‘holistic’ view of a pupil • Communication tool about strengths and areas of difficulty Western Area Special Schools' Outreach Service

  9. What is a Pupil Passport? • A personal statement • A ‘holistic’ view of a pupil • Communication tool about strengths and areas of difficulty And, most importantly, a PROCESSthat a pupil goes through which can enable them to acknowledge strengths and difficulties and PROVIDE STRATEGIES FOR SELF-MANAGEMENT Western Area Special Schools' Outreach Service

  10. Know the pupil What information is relevant? Where will information come from? What will be an appropriate format? How and when will it be produced? Western Area Special Schools' Outreach Service

  11. Issue How we strike a balance between providing a useful amount of information and producing an unwieldy document with the ‘treasures’ buried? Western Area Special Schools' Outreach Service

  12. Possible headings • Important information about me • Things and people that are important to me • Things I am looking forward to • Things I am good at • Things I find difficult • Things that help me to work well • Things I am trying to do for myself • Achievements I am proud of Western Area Special Schools' Outreach Service

  13. For specific pupils? • How I communicate • How I need you to communicate • Things that make it difficult for me to work well • When I’m stressed I ….. • If I am stressed it helps if I can …… • How you can help me Western Area Special Schools' Outreach Service

  14. Looking at Passports In what circumstances would some of these examples be most useful? Western Area Special Schools' Outreach Service

  15. Key points • Clarity of purpose • Pupil has ownership • Opportunities to revise/refresh • Follow through its use Western Area Special Schools' Outreach Service

  16. Using Pupil Passports A personal statement A ‘holistic’ view of a pupil Communication tool about strengths and areas of difficulty AND A process to raise self-awareness and promote strategies for self-management Western Area Special Schools' Outreach Service

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