Inclusion Interventions Visible Learning Stewarton Academy Yvonne Ward
Inclusion, Interventions & Visible Learning Stewarton Academy Yvonne Ward & Scott Dunlop Developing a Learner Centred Environment & Whole School Learning Culture CLASSIFICATION: OFFICIAL
School Context School roll – 749 6% of pupils from decile 1/2 8. 4% of pupils claim free school meals CLASSIFICATION: OFFICIAL
Pupil Equity Fund £ 42000 Consultation Data CLASSIFICATION: OFFICIAL Professional Reading
National Improvement Framework Learning and teaching Leadership Families and Communities CLASSIFICATION: OFFICIAL
Collaborative Approach CLASSIFICATION: OFFICIAL
Collaborative Approach Ø Inclusion CLASSIFICATION: OFFICIAL
ACEs – key messages Builds on children’s resilience Focuses on an understanding of attachment Emphasises a childcentred, rights based approach Highlights impact of early stress and trauma on developing brain and later life outcomes Nurturing approach ACES informed approach Recognises the importance of relationships to heal and support Promotes an inclusive, nurturing school ethos and culture CLASSIFICATION: OFFICIAL
STEWARTON ACADEMY PROMOTING POSITIVE BEHAVIOUR ppb PROMOTING POSITIVE BEHAVIOUR POLICY CLASSIFICATION: OFFICIAL
Positive Relationships Staff are encouraged to adopt a restorative approach when dealing with challenging behaviour and conflict. The focus is on building, maintaining and, if necessary, repairing relationships rather than managing and controlling behaviour. CLASSIFICATION: OFFICIAL
Developing the Learner Centred Environment • • Values Work Rewards Work Positive Behaviour Work Growth Mind-set work Sanctions & Referrals Work Restorative Practice Work Staged Intervention Work Inclusion Hub Developed CLASSIFICATION: OFFICIAL
Four Values Determination Fairness Responsibility Respect CLASSIFICATION: OFFICIAL
CLASSIFICATION: OFFICIAL
Inclusion Team Prior to PEF 4 PTs Pastoral Care 1 PT Support for Learning Campus Police Officer (0. 5) Educational Psychologist Internal structures in place by Stewarton Academy with clear relationships well established. 1 Teacher Support for Learning Young Persons Mentor (SAC) Home School Link Worker (SAC) School Nurse CLASSIFICATION: OFFICIAL External agencies collaborating to support the development of Stewarton Academy’s young learners.
Allocation q £ 2100 – Counsellor q £ 1138 – 50 breakfast club sessions q £ 2630 – PT Inclusion (PT 1) (Aug-Mar) q £ 12900 – Commercial learning programme CLASSIFICATION: OFFICIAL
4 PT’s Pastoral Care School Counsellor 1 PT Support for Learning 1 Teacher Sf. L Educational Psychologist Young Person Campus Police Office (0. 5) Acting PT Inclusion (x 2 ) School Nurse Young Persons’ Mentor (SAC) CLASSIFICATION: OFFICIAL Home School Link Worker (SAC)
Principal Teacher of Inclusion CLASSIFICATION: OFFICIAL
School Counsellor gnieblle. W meetse-fle. S ecneilise. R ecnadnett. A troppu. S ylima. F CLASSIFICATION: OFFICIAL
Tracking Data CLASSIFICATION: OFFICIAL
Starting Data Target Group – § S 1 - 0% of pupils were below 90% & 11% below year group average. § S 2 - 12. 5% of pupils were below 90% & 25% below year group average. § S 3 - 29% of pupils were below 90% & 29% below year group average. CLASSIFICATION: OFFICIAL
Data & Measures CLASSIFICATION: OFFICIAL
PT Inclusion Remit • Specific targeted interventions for a range of pupils from SIMD 1 -3 and LAC pupils. • Develop, monitor and track attendance of young people who access the Inclusion Hub using a number of platforms. • Design and develop structures to support the well-being and attainment of targeted young people across the curriculum. CLASSIFICATION: OFFICIAL
Habits of Wellbeing • Based on academic research by Ainscow (2012) we have adapted the Index for Inclusion to relate to the SHANARRI indicators. • Allows for a focused intervention plan to be developed, through quantitative data and in-depth discussion surrounding concerns. • Used to support pupils throughout the academic year alongside our Tracking for Improvement process. • Offers further evidence base to support Team Around the Child meetings and offers young people a platform to discuss. CLASSIFICATION: OFFICIAL
Habits of Wellbeing CLASSIFICATION: OFFICIAL
School Wide Trackers • Develop tracking frameworks to support the development of Literacy, Numeracy and Health & Wellbeing. • Literacy and Numeracy trackers allow for focused identification of core problem alongside quantitative data to record concerns (further supports available). • Health & Wellbeing tracker adapted from the Strengths and Difficulties Questionnaire (Goodman, 1997) and offers practical evidenced based strategies to support the young person within the classroom. • Available to all staff to record and report concerns surrounding attainment and progress for individuals. Generating a whole school positive relationship ethos and culture of responsibility for all. CLASSIFICATION: OFFICIAL
School Wide Trackers Numeracy Screener feedback Strengths and Difficulties Questionnaire teacher feedback. CLASSIFICATION: OFFICIAL Literacy Screener feedback
Habits of Mind • Accreditation of STEM masters enquiry for the implementation of the Engineering Habits of Mind. • The respective Habits of Mind are diluted from the core skills used by professionals within each respective industry. • We have adapted the work on The Active Reading Strategies to develop our own Language Habits of Mind. CLASSIFICATION: OFFICIAL
Habits of Mind • Within the school we are actively embedding the use of : • • Engineering Habits of Mind Creative Habits of Mind Science Habits of Mind Mathematical Habits of Mind CLASSIFICATION: OFFICIAL
Inclusion Hub § Opportunity to develop reflective skills § Attendance closely tracked using a shared framework § Facilitate restorative conversation supported by SMART Targets § All classroom assistants are fully trained - 5 Minute Box § Data is used to support Team Around the Child meetings § Daily breakfast club and drop in service to prepare the young person for learning (pencils, rubbers etc) CLASSIFICATION: OFFICIAL
Inclusion Hub Referral Form Pupil Directed Worksheet for SMART Targets CLASSIFICATION: OFFICIAL
Growth Mindset Ethos • Established Steering Group within Stewarton Academy with intention of involving all Education Group primaries. • Continual promotion of classroom wall displays to encourage staff collaboration with this culture. • Three core staff involved in the Winning Scotland Foundation programme. • Family engagement opportunities through evening seminars accompanied by Stewarton Academy Growth Mindset Brochure. • Linking back to the Habits of Mind curricular wheels to support independence and build learner resilience. • Shared curricular input across feeder primaries and Academy developed by the steering group for consistent engagement in this culture. CLASSIFICATION: OFFICIAL
Effect Size • Hattie found that the average effect size of all the interventions he studied was 0. 40 • 0. 40 = hinge point • EFFECT SIZE greater than 0. 40 is seen as above the norm and leads towards a more-thanexpected growth over a year CLASSIFICATION: OFFICIAL
Visible Learning CLASSIFICATION: OFFICIAL
Impact • Collaboration across the Education Group • Robust partnership working • Positive relationships with families • Pupil leadership role in educational research and practice (WBHM) • Improved attendance and attainment within deciles 1 -3 CLASSIFICATION: OFFICIAL
Family Learning Photos CLASSIFICATION: OFFICIAL
Case Study • August attendance 63. 64%. Pre PEF • 9 referrals in this month alone. Input • Taxi service provided. • Daily check-in’s and Wellbeing Habits of Mind/SMART targets completed. • October attendance increased to 100%. • Referrals fell to 3 for the month and attainment Evaluate increased in all areas. Input • Daily check-ins for attendance and new SMART targets generated. • Continual family communication and reflection on emotional regulation. CLASSIFICATION: OFFICIAL
Feedback … Getting a taxi to school made me feel like I was wanted at school. If [name] wasn’t here I wouldn’t do as good in school cause I wouldn’t have the support. . Wellbeing Habits of Mind helped me know what I need to work on to get on better at school. I need to make positive choices to make sure I am included in the class. CLASSIFICATION: OFFICIAL
Feedback … I like working with Inclusion Staff preparing for our trip to Loch Eil. We have been working outdoors with the stoves and making hot chocolate. I feel ready to go on our trip now. . Breakfast Club is good, I feel more settled when I go to class period 1. Liked completing my ‘Habits of Mind’. The thing I need to work on is ‘responsible’. This makes sense as I know I can be a bit silly. I’m going to help the new S 1 on the trip which is being more responsible. CLASSIFICATION: OFFICIAL
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