Recovery Resilience Reconnect Glasgow Motivation Wellbeing Profile GCC

Recovery, Resilience & Reconnect Glasgow Motivation & Wellbeing Profile GCC Psychological Service and St Brendan’s Primary School

Glasgow Motivating Wellbeing Profile GIRFEC - Wellbeing Indicators & Self Determination Theory ( Self Determination Theory developed by Edward Deci and Richard Ryan in 1970’s ) The Self Determination Theory identifies three needs that allow optimal function, growth and wellbeing: �Competence – Agency - seek to control outcome and experience mastery �Relatedness – Affiliation - need to interact , sense of belonging –connected Autonomy - “one who gives oneself their own law”

Getting it right for every child GIRFEC is our national approach in Scotland to improving the outcomes and supporting the wellbeing of our YP

Getting it right for every child AFFILIATION Using the GMWP highlights the areas YP need to make further progress in order to do well now and in the future using GIRFEC and SHANARRI Indicators AGENCY AUTONOMY AFFILIATION

UNCRC Articles & GIRFEC Wellbeing Indicators UNCRC: The Foundation of Getting it Right for Every Child

Glasgow Motivating Wellbeing Profile – WHY ? The GMWP is a wellbeing self report tracker for pupils. Relationships and Wellbeing are two of the most important drivers and sit firmly at the heart of our Curriculum Rationale. Our challenge is to create emotionally supportive environments for our young people The GMWP can be used with YP to share how they are feeling , to identify gaps in learning in HWB , identify gaps in Affiliation / Agency and Autonomy , using this tool builds resilience and keeps a strong focus on wellbeing. Used as an assessment tool to help identify strengths and areas for development in wellbeing with an individual young person, class group or whole school. Gather data , compare and evidence progress over time and across year groups.

Glasgow Motivating Wellbeing Profile – HOW ? � Young people to complete a set of 20 questions GMWP � (P 1 -3 can use a picture format ) � Method 1 - Paper copy. � Method 2 - School based IT – ( i. e. completed on a computer with Excel in school ) � Method 3 – Web based Microsoft Forms through GLOW. � Please note above methods use the same 20 Q’s , the gathering of the data is different. � Use this information with a GMWP Analysis Excel grid to gather and display data.

Use GMWP , collate and gather data. �Pre HWB input - GMWP initially in August/ Sept From the information gathered, engage pupils in dialogue and next steps in learning ( target setting ) �HWB input – (Aug- Dec- March) - whole school / class/ group/ individual pupils – use a variety of chosen resources/ targeted support / interventions of choice. �Post HWB input - (March / April) - GMWP again �Data compared

Use GMWP , collate and gather data. �Class Teacher to use this data during Professional / Dialogue / Tracking Meetings with SLT �Class Teachers share data with pupils and engage in dialogue around the information provided �Use the data provided to plan next steps in learning together. HWB targets

Use GMWP - P 7 data – to plan next steps in learning ( The areas highlighted would indicate strengths and some areas for improvement )

Use GMWP - Individual YP - P 7 data Pupil Attainment Tracking Dialogue - Nov Comments – Next Steps - INFORMATION RECORDED THROUGH TRACKING MEETINGS WITH CT Whole class discussion around the outcomes and the data to inform next steps in learning. CT to focus on – People in school can help me if I get upset / I work hard in this school/ I can stand up for myself in school /Adults look out for me in school and make sure I am feeling OK. Pupil 1 Pupil 3 Pupil 2 Pupil 4