School Improvement Pastoral Care VP Cluster Group May

School Improvement: Pastoral Care VP Cluster Group May 2014

Excellence in a Caring Community Effective pastoral care, strong academic support and high, appropriate expectations and partnership with parents underpin each pupil’s success.

Context Changing world of young people – digital world especially that of social media; family changes; increased diagnoses of mental health issues; financial pressures; changing expectations… Pastoral needs of staff members …

School Improvement Team Established Jan 2012 – experiential posts Staff invited to apply Presently comprised of VP, SENCO, member of SLT/HOD, Head of Careers, two Heads of Year and Teacher-in. Charge of Enrichment

BCS School Improvement Team Audit – where are we now? Prioritise: elucidate in SDP Targets, who, when, MER… Variety of audit tools, both pre-existing and newly designed with reference to ESAGS and TTI What requires improvement ? Identified by audit tools

School Improvement Cycle

Child Centred Provision

Starting the CCP Cycle - June 2012 Initial Evaluation: Where are We Now? • Triangulation of perceptions – questionnaire administered to sample of pupils and parents, and to all staff and BOG • Respondents asked to rate various aspects of the school’s ethos, provision and management • Results analysed; issues arising used to inform SDP and, from that, Pastoral Action Plans

A = Ethos B = Provision C = Management

Sample Staff Responses - Ethos Key Red – Don’t Know Orange – Unsatisfactory Yellow – Inadequate Green – Satisfactory Blue – Good Purple – Very Good Pink - Outstanding

Sample Parental Responses - Ethos Key Red – Don’t Know Orange – Unsatisfactory Yellow – Inadequate Green – Satisfactory Blue – Good Purple – Very Good Pink - Outstanding

Sample Pupil Responses - Ethos Key Red – Don’t Know Orange – Unsatisfactory Yellow – Inadequate Green – Satisfactory Blue – Good Purple – Very Good Pink - Outstanding

Outcomes: Initial Evaluation

Examples of Subsequent Evaluations and Outcomes

Jan 2013 Spotlight on Bullying Behaviours • Staff training session – completion of Checkpoints web; staff review of Positive Relationships and Anti-Bullying Policy, reporting and record keeping (Adapted from ‘Stop Bullying in Your School’ by George Varnava) • School Council – as for staff

1 -10 represent aspects of school life which may relate to positive/negative pupil behaviours Colours indicate qualitative evaluation of these indicators by staff Red segments require attention

Outcomes: Spotlight on Bullying Behaviours

Jan 2014 Planning for Progression in Personal Development HOYs • Collation of schemes Years 8 -14 • Identification of gaps/overlap • Account taken of pupil voice – Counselling evaluation sheets; end-of-year pupil evaluation sheets; School Council

YEAR 11 11 TS/PC Links to other subjects? Collaborative learning? Learning Intentions Success criteria Behaviour Management Changing Expectations at KS 4 self-management All Subjects Relevant school administration procedures Pupils familiar with school policies and procedures and adhere to them Pupils aware of sources of support and routes of referral Pupils strive for academic success and sustain good work / life balance 2 Expectations at KS 4 self-management Online behaviour Friendship issues Counselling Working with others Beg Term 1: HOY Relevant school rules and policies Sources of support both within and outside of school, to meet a range of possible needs Changing expectations within KS 4 classroom Term 1: FT Term 1: Love for Life presentation Intro to Year 11 Does topic address issues arising through school life? 4, 3 Effective Learning SS 2 RSE When, how, who Sample – Planning for Progression All Subjects Different types of learning styles and how these can be used to optimise learning and revision To take responsibility for own learning. To foster a desire to improve academic standards Pupils are aware of the best methods of study for themselves To provide pupils with age-appropriate information about sex, sexual health, and healthy relationships To allow pupils opportunity to ask questions in a comfortable, non-judgmental environment To recognise good qualities in relationships To recognise how to respect themselves To re-affirm that physical attributes are not the most important qualities to look for in a partner Pupils have age-appropriate knowledge re. sex, sexual health and healthy rel’ships Pupils ask questions openly Pupils feel respect for their own bodies and consider themselves worthy of love

Outcomes: Planning for PD Progression

April 2014 – Safeguarding • ETI Safeguarding Proforma - staff • Outcomes used to inform SDP

Outcomes: Safeguarding

Special Educational Needs: Ongoing Many changes e. g. • New SENCO appointed Oct 2012 • Rigorous review of systems VP/SENCO • Audit of provision (staff, parents, pupils) • Action Plans written • Use of TTI SEN, and Improvement in Mainstream Schools Quality Indicators

Outcome: IEPs

Sample IEP

Pupil Voice • • Encouraged to respond to evaluations Use of School Council to review policies etc Website SEN: Individual pupil target setting; focus Review of individual pupils across a range of subjects

Continuous Data Sources • End of year pupil evaluation • Love for Life Pupil Evaluations • Attendance data • Counselling evaluation sheets • Behaviour Management data • Bullying Incident Record Sheets

Challenges Rapidly changing world of young people Strategic/Operational/Real life events Curriculum/pastoral demands Staff changes Resources, especially time

Areas for Development Use of existing quantitative data e. g. Behaviour Management statistics Continuous review of work done to date

Excellence in a Caring Community