Resilience and Nurturing at Oban High School

EYC conference 2nd November 2017

3 Villages Hall in Arrochar

Kevin Champion – Depute and PT Guidance

ACE score

Resilience score

Foster carer and adopter

Oban High School Vision and Values

We at Oban High School believe that the school has a responsibility to ensure that all our youngsters

achieve the best possible qualifications. We also believe that we need to nurture and develop their

social, emotional and vocational knowledge and skills to enable them

to achieve their full potential throughout their lives.

Peter Bain, Head Teacher

Pastoral care at OHS

• 4 Clans • 4 Guidance teachers (full-time) • 4 Deputes • Highly complex – what do we want to achieve with

each pupil and how do we try to accomplish this?

Role of Guidance Teacher

• Getting to know you (GIRFEC), Health and Well-Being • Link with parents and teachers • Provide emotional support and nurture • Teach PSEd to all pupils in your clan • Any problems or issues with:

– Attendance and late-coming – Learning – Homework

• Planning for choices and change • Named person (Child protection, Children’s Reporter,

etc)

Oban High Vision

Transition from Primary to OHS

• Staff visits and Gateway evening • Induction days • Disco & Parent’s evening

Every student asks 3 ?'s about their teachers everyday.

1. Can I trust you? 2. Do you believe I can succeed? 3. Do you care about me?

Relationships and time are key

• S1-S6 – journey – positive destination for all • Engage as humans – know/understand as individual • Personal touch but still call to account - patience – • What is the back story? • Care, compassion, empathy to allow to be connected • Self regulation - biology of stress

Oban High 5 1. Positive welcome

Routines for entry to class to be taught to each class Flexibility enables departments and subject specific routines Staff to be present in corridors at changeover to help peripatetic staff Basics to be enforced e.g. jackets & hoodies off, chewing gum in bin, ties up, planners out, class to settle quickly and register taken within 5 minutes of class entry.

2. Learning Intentions and Success Criteria Learners should be aware of what LIs and SCs are because these have been shared at the beginning and during the lesson. These may be shared in whichever manner is most effective for the subject area.

3. Lesson structure Lessons should be structured according to pupil needs. Lessons should be engaging, effective and enjoyable.

4. Plenary Plenary should be used for linking up learning in relation to LIs and SCs

5. Exit Routines for exit should also be taught, calm, & orderly. Pupils should be ready for the next lesson. Pupils should be dismissed on the bell

PSEd, My Time and Assemblies S1 WEEK

1 2 3 4 August Getting to

Know You Who Am I?

September Active Listening

Jumble You and Other people

Sugar Challenge

October Sugar Challenge continued

November PMA including assessment opportunity

December Values. Rights and Responsibilities

January Be Smart – Trend Micro – Internet Safety Programme

February Planning for Choice and Change including assessment opportunity

March Solvent Misuse – introduction and alcohol – including assessment opportunity

April See March

May Puberty and Adolescence including assessment opportunity

June Choices for Life (Young Scot)

PSEd, My Time and Assemblies

S2 WEEK 1 2 3 4

August PMA; self-esteem; values

September PMA; self-esteem; values including assessment opportunity

October

November SHARE - …

December SHARE - including assessment opportunity

January Planning for Choice and Change including assessment opportunity

February Social Media, Cyberbullying, CEOPs

March Solvent Misuse – introduction - including assessment opportunity Buzzin’

April See March

May Choices for Life (Young Scot)

June Respect Me

PSEd, My Time and Assemblies

S3 WEEK 1 2 3 4

August LM Huntercombe resources; body image and …

September … PMA; self-esteem; values including assessment opportunity

October See September

November SHARE - including assessment opportunity

December SHARE - including assessment opportunity

January Planning for Choice and Change including assessment opportunity

February Social Media and bullying, including CEOPs

March Solvent Misuse – including assessment opportunity

April See March

May Growing up and becoming independent, including £, life skills…

June

Assessing depth and progression Assessed Tasks PSEd Relationships and Sexual Health

S1 – Teen Dreams - Puberty

S2 – Janine and Eddie

S3 - Quiz Time: Revising sexual health and relationships

Assessed Tasks PSEd Planning for Choices and Change

S1 – ‘Gies a Job’

S2 – Become a Careers Advisor

S3 – Analyse Your Employability Skills

Assessed Tasks PSEd Mental and Emotional Wellbeing

S1 – Stress - causes, effects and ways to deal with it

S2 – Solving Problems

S3 – Video Diary – Positive Mental Attitudes in Real Life

Assessed Tasks PSEd Substance misuse

S1 – How I feel?

S2 – Buzzin’

S3 – Design a game

• 20 primary schools inc. Inner Hebrides

Topics and issues

• Language is very important - e.g. ‘distressed’, ‘impoverished’ (not ‘challenging’, ‘difficult’).

• No school wall. • Social media, bullying, relationships. • Mental health; anxiety, depression and self-harm. • Family issues, e.g. divorce, bereavement, young carer. • Their future. • Issues with behaviour, etc. and relationship with peers or

teachers.

1:1s

Formal (regular) and informal (as to need) FIVE key questions… • What is getting in the way of this child's

or young person's well-being? • Do I have all the information I need to

help this child and young person? • What can I do now to help this child and young person? • What can my agency do to help this child or young

person? • What additional help, if any, may be needed from

others?

Groups

Different life cycles • Diabetes • Nurture, Nail bar, Breakfast Club, C2 • On the back of 1:1 – may need a series of these • Parents involvement/permission

Groups

• PEF strategies (trust) • Cannot be done in isolation • Bridge the attachment gap

and attainment gap (S Zeedyk)

Partnerships

• Youth Worker • H2O/Green Shoots • Youth Café • Young Carers • Police Youth Intervention Officer) • S6 pupils • Family Mediation • Women’s Aid • Social Work/Health • Others?

Next steps

• Inform colleagues – develop their ACE understanding and awareness – how can this inform pedagogy.

• New initiatives, e.g. mindfulness, music, laughter… • Develop family learning and parental involvement. • Grow and evaluate partnership working. • Continue to be curious and learn. • Be mindful and support each other.

EYC role