cscjes cronfa · web viewcore data 2016 wales number of pupils 197 free school meals 35.8% 19.6%...

ACE Readiness Tool for Schools

Early Invention Programme

ACE / Trauma Informed Schools

School: Type Nursery, Infants & Juniors Gender Mix Mixed Language English medium

Date of Visit:

Meeting with:

Core data 2016 WalesNumber of pupils 197Free school meals 35.8% 19.6%Special Education Needs (SEN) - School Action 14.8% 15.1%Special Education Needs (SEN) - School Action Plus 7.7% 8.2%Special Education Needs (SEN) – School Statemented N/A% 1.7%English as an Additional Language (EAL) N/A% 6.2%Minority Ethnic Pupils 4.2% 11.2%Pupil/Teacher Ratio 21.2 21.6Full time equivalent of teacher 9.2Attendance during the year 95.9% 94.9%School budget per pupil £3501Pupils reaching expected level Core subject (Key Stage 2) 89.3% 88.6%Pupils achieving Foundation Phase 86.4% 87.0%Personal and social development, well-being and cultural diversity 95.5% 94.5%

Language, literacy and communication skills - English 90.9% 88.0%Improvement Capacity ASupport Category Green


1. Do we recognise the needs of the children and young people who may be affected by traumatic events?

Questions to consider:

What strategies are put in place to ensure that each pupil’s needs are met?

What wellbeing arrangements are made to ensure that individual pupils have target setting meetings with school staff, outside agencies and parents?

Who create the interventions for VP pupils?

Evidence may include:

Evidence or case studies to show how procedures work.

Progress leader and pastoral leader protocols and processes.

Evidence of multi-agency work

Evidence of interventions with children and young people, including ELSA/ALNCo/YEPS. How do we ensure that progress is made?

NOTES

Q1 and Q2 for all areas at both stages

Target/focus group approach. Children are identified in each class/cohort. The headteacher looks at the data on each cohort, look at expected levels, those who are at risk. They are primarily FSM pupils (very high at this Primary). There is rigour around individual analysis of each child. The headteacher writes notes as a commentary for each child about attainment and their social background. They are targeted from the beginning. They are identified as soon as they come into reception. The teachers take ownership immediately and take responsibility for their cohort both academically and pastorally from the beginning of their time in school. NBAR data is used (about social skills/wellbeing) to give direction as far as pastoral care is concerned. There will be children who are in the targeted group who aren’t FSM children.

Local knowledge is used, teachers pick up on situations quickly. There will be information from Police reports. All PPN’s are sent to the headteachers. When children who have been on CP register before school , they are not told.

The PATHS+ programme is helpful as is any PSE programme helps because it allows children to talk, and therefore disclose.

There are three members of staff who are ELSA trained. There are two members of staff who have had nurture training. In September all members of staff will have “attachment” training. This is being organised by an adoption professional.

Every child has a “child on a page” profile. It’s the headteachers’ vision that all staff know about all the children. There is no confidential information here but there is an expectation that a lot of knowledge is collected on each child. The school is child centred in its real sense. The children need a setting where they are able to talk and disclose if necessary. There was a frustration because children who needed the nurture programme that the BCBC provided, they found that there was not enough provision for the amount of pupils who needed this support. The headteacher decided to use her PDG money to create her own provision in school. This was a starting point. The school needed to work out a criteria for having this nurture provision. To start with, this was quite ad hoc and did not take into consideration the FSM children. Thirty were chosen and who all had the Boxall profile to have a baseline profile. It was very successful and the school realised that 30 of the 33 had FSM. There was a reduction in the amount of pupils who


received this provision. But an additional member of staff has been appointed to concentrate on this work. The Boxall profile is used as a way to profile the children at the beginning of the intervention and in a year’s time. They are withdrawn sometimes, but also if this is unnecessary, there is a named person who works with pupils if and when that’s needed.

The nurture provision includes three of four hours a week of creativity. They could be doing art, cookery, gardening – activities that develop their self-esteem. Social skills are developed. Difficult “ACE” subjects are broached with them. This could happen in groups of four. There are other groups who struggle with friendships and therefore there are interventions for this too.

Use of school tracker identifies the progress of all pupils (highlighting ‘groups’ of learners’.Teachers assess pupils half termly and track their progress.

‘Foundation Phase Profile’ is used as a baseline in Nursery and Reception. Well-Com is also used to track pupils’ well-being and communication skills from Nursery.

Pupils have annual targets and teachers track and assess the progress in meeting these targets on a half-termly basis.

Interventions:2 nurture classes (FP and KS2)RWI (reading) intervention groupIntensive readingRapid Maths

The school always has a ‘well-being’ school improvement target.

As part of the SLT we have a teacher responsible for ‘Well-being’ (TLR post). She oversees the work of the nurture groups as well as all aspects of well-being and ALN across the school.She monitors and evaluates the progress f the Well-Being SIP target.

As a group of learners the FSM pupils are always ‘targeted’ in relation to achieving and attaining highly.

Nurture class at KS2 and FP.ELSA support also.

All children are assessed annually using NBAR and/or the Boxall profile. These assessments as well as class teacher observation identify those pupils who will benefit from daily or weekly nurture provision.

The Deputy head teacher is our ‘Growing Aspirations’ Champion and as a school we have had a number of whole school inset days that enable us to raise awareness about the ‘challenges’ that many of our pupils face.

FSM -Data sets School benchmark analysis Self evaluation.Self evaluation


SIP target leaders monitoring reports.

Boys on the whole do not perform as highly as girls; especially in English.This is a school improvement target and a PIAP target (at KS2)

We have very strong team of LSA/HLTA who are skilled and highly trained.

2. Do pupils who may have been affected by ACEs achieve agreed learning goals? How?


Are there meetings held to ensure that the relevant staff ( ALN/SEN Coordinators ) are able to provide guidance and support for curricular leads?

How do LSA/HTLA help to raise standards for


Lesson observationDepartmental minutesSchemes of workHLTA/LSA minutes from meetings/processesALN processes and policies


children with ACEs?

NOTES

39% of our pupils are currently eligible for FSM. (5th Benchmarking group for the last 2 years).

Upward trend in attainment of FSM pupils since 2010 in all areas and a narrowing of the attainment gap.

Focus group approach.All teachers track and review progress of pupils and specifically ‘target’ group’ on a half termly basis.

Some do, some don’t but there is a robust tracking system in place.

The LSAs are employed by the headteacher to target the children. There are LSO’s and HTLA’s in all the classrooms because of the individual needs of many pupils.

3. What strategies have been put in place to ensure that attendance is improving in your school?


What are your protocols for individuals, groups, registration classes? Can you evidence


Senior Leadership Team minutesSIP


strategies that have been successful?

If there have been improvements, are there particular strategies that have worked? How have you been working with other agencies and partners to address this issue? How could you evidence this?

SEFWellbeing or Consortium Data PacksPlanning events/recordsPupil voice and participation minutesSurveys and development plans following surveysExtra-curricular auditsWellbeing questionnairesHeads of Year activitiesRewards and sanctions policy

NOTES

Q1 for the last two yearsA number of strategies in place including the use of Callio and target group workshops run by EWO/Community First FEO

The headteacher leads on attendance and there is a target group of ten pupils. The EWO works closely with the headteacher and works with the family who are under 92%. The school currently has 63 children who are being targeted because of attendance. 50 of these children have at least one ACE if not two or three. If you have a nurturing family, this work is easier. However, when this is not the case, this is a challenge. The WG target is 95% which can be a challenge with some of the families in the school. Not every school will use the headteacher as a main person for attendance. There are class rewards. The headteacher has a rewards system which is discussed on a monthly basis in whole school assemblies.

The headteacher and the EWO met up with several parents to discuss attendance with the parents. Some parents didn’t turn up.


4. Are there significant variations between particular groups of pupils?


If so, have you asked the pupils/parents what the issues are? Have you used pupil/parent questionnaires to gage why some groups of pupils have poor attendance? What strategies do you have to counteract these issues?


Processes and protocols to deal with issues noted i.e. anti-bullying strategies.YEPS interventions

Creating a means to ask pupils about trauma induced issues.

NOTES

This is not noted by the school but certainly the FSM data is used for nurture purposes.

Boys underachievement has been noted. The school is keen to build in aspiration and are encouraging boys to do team work, working together as a team. The school was successful in getting a creative arts fund. This year, the pupils will develop dance skills.

Year 6 class next year there are underachieving boys. Lack of motivation rather than behavioural issues.

ACTION

Create a resource or opportunity for boys to improve self-esteem. Perhaps school liaison officers could be involved here. A community project should be considered. Racism is an issue which has occurred this year. Substance misuse is something else that the headteacher is concerned about.


5. Behaviour and exclusion: Whole School Approaches, Physical Interventions, Inclusion/Wellbeing areas, Interventions


Is your behaviour policy current? When did you last consult with pupils/staff/governors/parents about the behaviour policy?

What strategies are being used to create a balanced approach between rewarding pupils and creating sanctions that are appropriate?

What training has your staff had to diffuse behaviours and create a calm classroom climate?

Has the school considered trauma knowledge and communication as a whole school strategy?

What other communication strategies could be used?

How are incidents of physical intervention recorded and analysed?

Who is responsible? How is the impact of the physical intervention on the child recorded? What are the monitoring arrangements for analysing incidents of physical intervention?

Is the school policy up to date and ratified by Governors? Do all learners who have repeated exclusions have access to an IBP or PSP? How frequently are plans reviewed and are parents/carers involved?


Service specific policy/process mapGuidanceCommunication strategy in place and delivered(newsletters/departmental schemes of work/PSE school framework)Behaviour + wellbeing policies

NOTES

Paths+ programme Good to be Green strategies used consistently across the school. Merit points are given in the classroom setting. There are bronze, silver and gold merits and a headteacher’s award. There is a recognition/celebration assembly every week. There are school stars once a month to catch pupils being good. Time out and missing play is the school’s way of sanctioning pupils. There is a book that the Deputy Headteacher uses to have individual discussions with pupils who have displayed unacceptable behaviour.


Classroom environment is set according to the needs of the class/teacher. Teacher will decide the layout of the classroom. There are check ins at the beginning of each day (PATHS+). At the end of the day there is “compliment sheet” that the teachers fills in with the children and the pupils compliment each other in a circle. The headteacher sends all children home on a positive note every day even if they have displayed poor behaviour. The afternoon play session has been terminated because of quarrelling that continued from lunch times. There is a fairly short lunch time too. There are after school sessions to ensure that pupils have opportunities to develop skills. There was a discussion about yoga/mindfulness as a way to calm children after playground social issues. – possible action.

Nurture provision at KS2 and FPPaths Pals: pupil groupPlayground PeacemakersOut school has been used as the pilot for Restorative Justice in Primary School’s (Western Bay/Zenda Caravaggi)


6. Do rates of fixed-term and permanent exclusions compare well with national figures and those of similar schools?


What is the school strategy for reducing exclusions? Who is responsible for behaviour strategies at school and how do they ensure that there is a consistent approach across the school? Is the child or young person’s trauma background taken into consideration? Is this carefully planned with the Behaviour Support Service/Educational Psychologist Service? Have members of the governing body received the training needed if they are on the disciplinary committee?

How many school transfers have you dealt with this year? Who is responsible for this and what processes have been put in place to deal with this issue?

Who’s responsible for managed moves and the processes which this involves?

In secondary schools: how do the figures for exclusions per 1,000 pupils and the average days lost to fixed-term exclusion compare?


Service specific policy/process mapCommunication strategy in place and delivered (newsletters/departmental schemes of work/PSE school framework)Behaviour + wellbeing policiesPupil SurveysOutcomes and feedback

NOTES

NBAR used to assess pupil’s perception of home and school.

None this year or last year but there has been no need. Teachers share the headteacher’s vision of diffusing, diverting and listening to the pupils. Some class teachers will ring the parents themselves when they are concerned about classroom issues.

Lesson observation cycles focuses on particular themes such as pupil engagement. This in itself is a way of monitoring behaviour patterns and the classroom environment, whether the teacher is creating the right environment.

The school hasn’t had to do any PSP in the last couple of years. If there are issues, pupils are referred to the Early Help team. The children who are referred to Early Help would be children who are near Child Protection or LAC children if they need support. They are FSM pupils who have many ACEs.


7. Is teaching resilience recognised as one of the strategies for addressing the need for ACE awareness and planned for accordingly?


If resilience is taught within school is the provision effective? Is it incorporated into lessons or taught discretely?

What systems or communication strategies do we have in place to improve this?

Who is championing ACE education within each curriculum area?

Has an audit of provision for ACE awareness been carried out within each curriculum area?

Does teaching resilience permeate through all aspects of school life?

Are the children and young people made aware of brain Science?


Lesson observation ELSA circlesSurveys and dataExclusions/time out room dataBehaviour Strategy development for all staffPSE ProvisionWelsh BAC

NOTES

ECO platinum schoolRights Respecting School(Level 2)Paths Model School StatusHealthy School’s NQA (assessment on May 15th/16th)

Pupil Voice is a strength of the school:School CouncilSports CouncilEco CouncilRights Respecting AmbassadorsPaths Pals

SLT ‘Listen to learners’ as part of the monitoring and evaluation programme.

There is a coaching model in school including for year 5+6. All staff have done a 360 degree assessment. Growth mindset using a coaching model

Developing Potential – CSC closing the gap alliance. How the staff coach each other and how they begin to get children to coach each other. Being positive about achievement is a key concept. This has been successful for the teachers. This work is part of the school improvement plan teaching and learning target. Feedback and assessment is a part of this. Staff film each other teaching to see whether they give positive feedback. Collaborative learning is also promoted through this coaching model. Pupils evaluate themselves as learners.


Resilience building is a part of this work and the headteacher is very keen to develop this intervention this year.

Possible Action – use PATHS+ to bring the support to create a tool here for creating a resource to encourage pupils to aim high and break the cycle of ACEs and find a different approach to dealing with adversity – resilience to overcome this.


8. Range and quality of teaching approaches and current curriculum provision


Do we establish good working relationships that foster learning?

What do we do if relationships between pupils and staff are poor or inconsistent across the school?

Is the teaching of resilience having an impact on academic achievement? How is this being evidenced?

Have teachers and staff been trained in diffusing and reframing behaviours?

Do teachers plan effectively and have clear objectives for taught PSE sessions and other learning experiences?

How are other organisations involved (School Community Police Officer/Healthy Schools)


SEFSIPDepartmental Action PlansSchemes of workLesson observationAssessor interviews.PSE curriculum planEvaluationsPupil surveysResponses to outside agencies interventionsCircle time in PSE. Evidence from PSE schemes of workHealthy Schools evaluations

NOTES

Paths+ throughout the school

SLT monitor and evaluate progress: weekly

Pupil Voice groups (as above)Parent and pupil surveysPASS survey used from a few months ago.

PSE provision mapped with PATHS+ Healthy Schools NQA

NBAR and Boxall is used too.

Teaching and learning strategies are inclusive of building resilience. This includes the language and communication skills that are used to encourage the children. How you teach them to learn is vital. This could be a transition project.


9. Additional Learning Needs - Wellbeing


Do IBPs and PSPs contain appropriate behaviour goals? Do they have an opportunity to give their views about what and how they learn?

Does the school maintain on roll the pupils who transfer to pupil referral units (PRUs)?Does the school have a clear understanding of and use appropriately, the thresholds for referral used by the local authority for additional support at School Action Plus and statutory assessment? Are the SENCo/ALNCo role and responsibilities clearly defined?

Are all staff familiar with the school’s policies for ALN, inclusion and behaviour, and are they confident in implementing them?

Is there effective liaison with the local authority to ensure that additional support meets pupils’ needs?

Is the school working well in partnerships such as health services and children’s social services?


Departmental Schemes of workEvidence of circle time to encourage communication skills and progress in learning.Data records that reflect process change.

NOTES

ILPs and IBPs ALNCO reviews


10. Care, support and guidance


How do we promote ACEs to encourage disclosure at school?

Does the school have a robust plan to deal with trauma and disclosure? Who will champion this work at school?


SEFSIPDepartmental action plansSchemes of workExtra -curricular dataPupil and staff surveysMinutes of meetingsSafeguarding data/file

NOTES

As above:Equalities Plan in place.Pupil Voice groups proactive in school.SIP target for Well-Being that is carefully monitored and evaluated.Growing Aspirations Champion and Well Being Leader.

Work closely with across a range of partnerships.Police/PCSOsHealth: Healthy SchoolsSocial ServicesCommunity First: FEOsLA Behaviour Support and inclusion serviceBarnardos: Paths+Action for ChildrenRestorative PractiseUNICEF: Rights Respecting SchoolsLleisiau Bach: Little Voices


11. Safeguarding


Have all staff had DBS checks in the last 3 years, including administrative and auxiliary staff?

Have all staff had Child Protection training in the last year?

What protocols are there in school to keep a record of all safeguarding issues? What level of training do all staff have on an annual basis? Is this adequate considering the school’s social context?

What training have heads of year had (secondary school)? What communication skills have they been trained in to deal with disclosure?

Does our policy set out: the named senior member of staff’s responsibilities for dealing with child protection and safeguarding issues, and for providing advice/support to other staff; the designated governor’s responsibilities for child protection and safeguarding; clear procedures that reflect the All Wales Child Protection Procedures 2008; arrangements for training?

Are we collating records about other safeguarding issues such as sexting/cyberbullying etc. What does pupil voice tell us about these issues?


Estyn Safeguarding toolkitLAC reviewsChild Protection FilesDBS fileProtocols for visitors and part time staffProtocols for all staff and pupils at schoolSchool excursion protocolsWellbeing surveys from pupils, parents. Staff.Training opportunities to learn about protecting children.

NOTES

Paths Model SchoolRights Respecting School (L2)Part of the CSC ‘Closing the Gap’ AllianceHealthy Schools NQA (May)SLT has spoken at CSC conference and to Directors of Social Services across Wales about Well-being and raising aspirations of our pupils.


12. Specialist Services


How is the school using the time of the Behaviour Support Service (if applicable)?

How is the school using the time of the Educational Psychology Service?


Partnership agreementsContribution to multi-agency planningPartnership meeting minutesReferralsEvidence that shows that resources are shared (such as shared documents/shared guidance or training).

NOTES


13. Leadership, roles and responsibilities: Has a vision been demonstrated which includes driving forward being an ACE aware school?


Wellbeing and safeguarding leadership. Are these linked effectively together to ensure that all aspects of measuring wellbeing (such as attendance, exclusion and behaviour) are used to ensure that all learners are safe from harm (reasons for poor wellbeing)?

Are roles and responsibilities defined as far as developing an ACE aware school is concerned? Who will consider each child’s needs including those specifically arising from exposure to ACEs in school, including within the governing body?

How does the school ensure the wellbeing

of the staff? Which member of the SLT will embed ACEs training into whole school approaches?

Who is responsible for multi-agency partnerships in schools?


School specific surveys and/or dataStaff/pupil wellbeing surveysBullying and exclusion dataStrategy development

Surveys and dataExclusions/time out room dataBehaviour Strategy developmentParent/carer support service

NOTES

Job descriptions and leadership structure is clear.

SLT monitor progress in meeting school improvement targets.Performance Targets of all staff align to SIP targets.

SLT report progress to Governors termly.

Well-being Leader (TLR post holder)As above

Work across a range of partnerships e.g. cluster, SIGs Closing the Gap Alliance

All work is measured against the progress and achievement of our pupils.


Priorities for Development

A garden project could be established which improves resilience and perseverance . This could be a Helping Hand transition mechanism using multi-agency care.

Boys und underachievement – work with school liaison officer on community issue like substance misuse.

Science and Technology – support from Comprehensive.

Transition around Helping Hand.

Yoga/mindfulness.

cscjes cronfa · web viewcore data 2016 wales number of pupils 197 free school meals 35.8% 19.6%...

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