North Birmingham Academy Mr Jon Hickman Mr Phil

North Birmingham Academy Mr Jon Hickman Mr Phil Lloyd

North Birmingham Academy OFSTED Requires improvement 2014 and 2016 OFSTED Good in 2018 o Prior to the current headteacher’s appointment, there had been a high turnover of staff. o The proportion of disadvantaged pupils for whom the school receives pupil premium is in the highest 20% of state-funded schools nationally. o The number of pupils who have SEN and/or disabilities is in the highest 20% of state- funded schools nationally. o The number of pupils who speak English as an additional language is in the highest 20% of state-funded schools nationally.

Developments over the past 3 years o Prioritisation of SEMH as a result of the 2016 paper Mental health and behaviour in schools o A Headteacher and SLT committed to SEMH as it needs to be a whole school approach o Close links with external agencies o Filter group referrals for students of concern o Enhanced training on SEMH (Thrive, YMHFA, Attachment awareness and trauma informed) o Attachment aware and trauma informed schools training delivered whole school by Birmingham Educational Psychology

OFSTED comments on SEMH provision o Attention to pupils’ personal development and welfare is a particular focus in this inclusive school. Pupils are well supported and develop reflective attitudes. A wide range of experiences is offered to pupils. o A large number of staff are trained as young mental health first aiders. Consequently, staff can recognise the signs to look out for when identifying potential areas of concern and whether a pupil may be at risk. o Pupils’ social, emotional and mental well-being is a priority. A personalised tutorial programme based on the individual needs of pupils is in place. o Pupils spoke very highly of the range of care they receive, such as counselling and support for their emotional and mental well-being.

OFSTED comments on attendance and behaviour o Pupils’ attendance is improving. In 2017, attendance was below average, but current attendance of pupils shows a clear improvement, particularly for pupils who have SEN and/or disabilities. o As a result of early intervention working with pupils and families, causes of poor attendance are tackled effectively and attendance has improved. o Fixed-term exclusions have reduced significantly. Leaders have instigated a cultural shift in how poor behaviour is managed. o Pupils at risk of fixed-term exclusion are now dealt with through a range of strategies, for example use of internal isolation and support, and supporting behaviour modification through the use of external agencies. Permanent exclusions have also significantly decreased.

Attendance 15/16 16/17 17/18 18/19(current) 92. 4 94. 2 94. 3 93. 21

Behaviour Permanent exclusions 15/16 16/17 17/18 18/19(current) 8 3 1 0 Pupils with 1 or more fixed term exclusions 15/16 16/17 17/18 18/19(current) 98 83 57 11

Filter group process o At risk students are referred using a secure online form on the school website. o These students are discussed in further detail with key members of staff: SENCO, DSL, behaviour lead, managed moves o Students are then assigned a key member of staff responsible and the appropriate interventions are put in place to support the student e. g. Mentoring, Thrive etc. .

What is thrive? � Thrive is a program that enhances knowledge in neuroscience, attachment theory, child development and strategies for intervention delivery. � There are 6 strands of development from Birth to Adolescence in to adulthood.

What did this look like in practice? o Thrive – Funded pilot in North Birmingham, funded by Birmingham Virtual Schools. o 2 members of staff trained to deliver interventions and develop individual action plans. o Trialled with a few 1: 1 students and in tutor time for year 10 students. o Now there are 4 members of staff fully trained another member of staff in training this year.

Why thrive? o o o 60% of head teachers say that mental health within schools is their primary concern o One in ten children and young people aged 5 to 16 has a clinically diagnosed mental health disorder and around one in seven has less severe problems. o Certain individuals and groups are more at risk of developing mental health problems than others. These risks can relate to the child themselves, to their family, or to their community or life events. (Mental health and behaviour in schools Departmental advice for school staff March 2016)

Youth Mental Health First Aid (YMHFA) o Youth Mental Health First Aiders have: o An in depth understanding of young people’s mental health and factors that affect wellbeing o Practical skills to spot the triggers and signs of mental health issues o Confidence to reassure and support a young person in distress o Enhanced interpersonal skills such as non-judgemental listening o Knowledge to help a young person recover their health by guiding them to further support – whether that’s through self-help sites, their place of learning, the NHS, or a mix – engaging with parents, carers and external agencies where appropriate o Ability to support a young person with a long term mental health issue or disability to thrive o Tools to look after their own mental wellbeing

Support from external agencies o Forward Thinking Birmingham (Bronze package) o Educational Psychology o Birmingham Virtual Schools o Our roots o Bedazzle

Attachment awareness and trauma informed schools o Whole school training delivered at INSET on 8 th January 2019 o Enabling upskilling of staff to understand difficulties and challenges faced by students through neuroscience o Ability to build positive relationships with students o Creating a nurturing and supportive environment o Emotion coaching to help deescalate challenging situations and build staff confidence

Future developments � Further staff training on YMHFA and Thrive � ARC attachment awareness audit tool online for action planning to evidence becoming a truly attachment aware school � Continued links with external agencies for talking therapy services � Work towards becoming a Thrive ambassador school with Thrive SLT training in June 2019 � Hosting further regional ARC conferences to share best practice

EAL students & Thrive o New arrivals, not English at all/ continuing English learner. o Advanced bilingual learners in the UK and whose oral proficiency in English is usually indistinguishable from that of pupils with English as a first language but whose writing may still show distinctive features related to their language background. o Ofsted: o Teachers should plan teaching opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subjects.

Alternative curriculum has a high impact in creating an emotional balance to these students o Thrive: 1: 1 session Group sessions o Art therapy link with thrive o Grammar sessions: Nexus, city council resources, Oxford project books, linguascope, Flash Academy. o Literacy: Mc. Graw Hill reading boxes. o Literacy and Maths: IDL programme • • Self-esteem Sharing emotions with the group Support each other as a buddies Building trust relations with teachers

EAL Thrive Intervention � Monitor Anger/fear � Reduce disengagement behaviour � Joyful sessions � Support in Low self-esteem � Safe space “ Our room”

Opportunities to work as a team We will give you the support that you need like eel f We ily TO m a fa In North Birmingham Academy we have a big friendly EAL family. You are always welcome, don’t worry if you speak English or not because all of us are here to help and support you. Language Add itio English nal To get her we h glis are bet En ore m n ar to le L A E e to We have m o got many C language s but we always sp eak toge ther EAL n in u f e av We h WELCOME TO OUR SCHOOL! ter North Birmingham Academy Tel: 0121 373 1647 Website | Twitter | Linked. In North Birmingham Academy, 395 College Road, Birmingham, B 44 0 HF

My 1: 1 � Yr 10 girl � Attendance poor � Low self esteem � Wouldn’t expect support or family support � Working on gaps In ‘being stage’ �Worked on developing relationship �Discussed how we put on a front sometimes to get through day to day life �Now working on a project behind the mask �She is now ready to get professional help for her anxiety and last week she was assessed by a talking therapist within school and she has met the criteria! �Referred to young carers �Provided a different curriculum

Behind the Mask!

Strength Tree Leaves – positive strengths Clouds – hopes and dreams Birds – worries/ what they don’t want to happen

Developing communication