Lee Dunn Principal Teacher Pastoral & School Development (Alva Academy)
Sandy ParkerYouth Worker (Alva Academy)
Tom SnowLTS Development Officer (MCMC)
Image courtesy of LTS
Youth Work and Schools Practitioner SeminarQuality Hotel, Perth 28th January 2008
Image courtesy of Youth-Link
More Choices, More ChancesPreparing for Post-School Transition
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.
Workshop Aims
Workshop Outline
Curriculum and Pastoral Welfare Support
Youth Work Support
Supporting Young People in EducationMore Choices, More Chances - Alva Academy
Partnerships and Communication
Transition Planning
Supporting Young People in Education
More Choices, More Chances
Alva AcademyClackmannanshire Council
“We all have big changes in our lives that are more or less a second chance’’
Harrison Ford
Image courtesy of LTS Images courtesy of www.justteaching.co.uk
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
A Curriculum For Excellence
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
Pupil Support Structure
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
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)
Pupil Centred – Team Approach
Curriculum and Pastoral Welfare Support
Why is the Young Person not engaging / motivated?
What are the barriers?
What supports / interventions are required?
Who can help?
What will it take?
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The First Steps
Working with The Young Person
The First Meeting
Building a Rapport Building Trust
Appropriate Action
A Balancing ActBe Prepared
Transition Arrangements
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!
Youth Work Support
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 workingrelationships within the school, parents / carers
and external agencies
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 programmesHoliday activity programmesExtended work experience (Alvie)After school clubs
• 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
Communication
Parents/Carers
School Staff
External Agencies
Partnerships and Communication
Establishing an effective partnership
Who are our Partners?
Psychological Services
Social Work
The Police
Young CarersHealth Services
Woman’s Aide
Legal Services
Support Agencies Voluntary Agencies
Employers
Parents / Carers
Forth Valley College
Local Authority Housing
Partnerships and CommunicationMethodology
• School Liaison Groups
• Review Meetings
• Emergency Child Protection Meetings
• Children’s Panels
• Case Conferences
• Other formal / informal? communication
• Presentations
• Interviews
Partnerships and Communication- Barriers -
• Traditional professional boundaries
• Different values and beliefs
• Language
• Increasing complexity of work
• Need to reduce duplication and inefficiency
• Increased expectation
Partnerships and Communication
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Activity
Partnerships and Communication
Solutions?
Partnerships and Communication
• Avoid acronyms
• Be honest
• Be supportive
• Be understanding
• Be open, clear and share information
• Stay in touch!
Getting It Right For Every Child
Partnerships and Communication
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
Getting It Right For Every Child
Partnerships and Communication
Transition Planning
Transition Planning
I’m leaving!
What’s next?
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
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
Transition Planning
Who will attend?
• Key Professionals
• Parents / Carers
• The Young Person
• Other
Transition Planning
Recording the Meeting
Questions?
Contact Details
Lee Dunn [email protected]
Sandy Parker [email protected]
Tom Snow [email protected]
www.alvaacademy.clacks.sch.uk www.ltscotland.org.uk
