close&links&with&schools&toavoid&exclusion,&building ... · westminster act...

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VISION DAY EVALUATION 5

OUTDOOR LEARNING & LEARNING SPACES 7

CPD: LEADERSHIP AND TEACHING AND LEARNING 9

POST 16 /KS5 AND SUPPORT NOT ENDING UP NEET 10

ICT, VLE AND DATA COLLECTION 11

EVERY CHILD ACHIEVES THEIR POTENTIAL (CONTEXT OF STANDARDS) AND G&T PROVISION 12

CROSS CURRICULAR TEACHING AND LEARNING 13

MANAGING AND UNDERSTANDING BEHAVIOR 14

WHAT DO K3 AND 4 NEED 15

LOVE FOR LEARNING 16

LIFE SKILLS 17

DEVELOPING AND SHARING OUR EXPERTISE WITH MAINSTREAM COLLEAGUES 19

STAFF WELLBEING 20

THE EFFECTIVE USE OF TA’S IN THE CLASSROOM 22

SUPPORTING INCLUSION IN MAINSTREAM SCHOOL KEY STAGE 1 AND 2 23

TRI-‐BOROUGH ADMIN 24

SPORTS 25

PROVISION FOR VULNERABLE CHILDREN IN THE EARLY YEARS AND FOUNDATION STAGE 26

MENTORING ACROSS THE TRI-‐BOROUGH / PEER MENTORING 27

WORKING WITH FAMILIES 28

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PERSONALISED TIMETABLE, ALTERNATIVE CURRICULUM & ACCREDITATION & EVERY CHILD FULFILS POTENTIAL TALENTED 29

CLARIFICATION OF ROLES 31

IMPROVING ATTENDANCE 32

IMPROVING LITERACY – ACCESS TO EDUCATION 33

CAPACITY BUILDING 34

CLOSE LINKS WITH SCHOOLS TO AVOID EXCLUSION, BUILDING INTERVENTION 35

ALTERNATIVE TO ALTERNATIVE PROVISION 36

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INTRODUCTION “Alternative provision needs to be responsive, flexible and of the highest quality. The academic and emotional needs of learners are constantly changing and TBAP should be in a position to provide the most effective, time limited support as quickly as possible.” On Friday 9th March 2012 approximately 140 TBAP staff attended a vision day, which used Open Space Technology to develop a vision for tri- borough alternative provision. Staff were joined by a number of specialists including Charlie Taylor the government behaviour expert and architect Holly Porter. The day was a huge success with Open Space producing a comprehensive and exciting blue print for development. A summary of the outcomes from the day can be downloaded here.

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VISION DAY EVALUATION

Beachcroft Latimer Bridge School Support

Total Number %

Outstanding

14 7 30 2 53 51%

Good

4 9 19 13 45 44%

Satisfactory 0 0 2 1 5 (2 unknown)

5%

Inadequate

0 0 0 0 0 0

1. Did the session live up to your expectations?

“surpassed it” , “exceeded my expectations”, “better”, “better than expected” “exceeded”, “yes” ”exceeded, I wasn’t expecting it to be so stimulating. Open Space is amazing”, “yes and more” , “not boring”, “excellent session”, “yes stimulating and energizing”, “better---‐ I expected to be talked to and not be actively involved”, “totally new experience” , “over and above”, “allowed freedom and an open platform for sharing ideas”, “wonderful to meet so many enthusiastic and passionate people”. “fantastic great group energy”, “impressed” , “better and informative”, “happily surprised”,

2. Which aspect did you find most useful? “hosting a session and sharing ideas” “networking in groups”, “meeting people from other boroughs” “discussing a shared vision””all of it”, “information sharing”, “brainstorming sessions””being a bee gave me control””being able to set our own agenda”””meeting tr---‐iborough peers””opportunities to express vision””talking to passionate teachers who will make things happen”, “sharing””early years discussion””being able to dip in and out” “hearing about practice across the 3 boroughs and meeting a range of professionals “, “open agenda” “moving freely from group to group” “open space technology””really useful way of sharing ideas”, “working in small groups”, “freedom to chose sessions of interest”, “talking to people”, “the fact that we controlled our own agenda”, “collaborating with other professionals, listening to some very good ideas”, “all”, “freedom””flexibility led to more input”, “sharing of experiences”, “autonomy””so many great ideas”, “discussion time”, “sharing, choosing the agenda”, “all of it”

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3. Which aspect did you find least useful? “N/A”, “cant fault it really”, “none”, “everything was useful;”, “all useful;”, “cant hear sometimes”, “I hosted a session which meant I missed an other session”, “not having contact details of delegates to take away”, “all useful”, “one session needed a chair to reduce air –time of a dominant personality”, “photography was off putting”, “chairs kept people in groups”, “too driven by the bridge ethos” awkward location”, “typing up of conversation”, “slow beginning”,

4. What else would you like to see included? “More open discussions”, “more structured meeting with staff working in similar roles”, “nothing” ”everything was pertinent”, “a fourth session”, “it was all very good”, “more feedback time”, “N/A”, “how will the 3 systems come together”, 2contact details of all staff”, beer/wine at lunch”, “more time”, “input from students”, “ice breaker”, “cake – seriously nothing”, “presentations from each PRU”, Further comments “more , I feel proud”, “really enjoyed the experience”, “the start of a long process”, “fab day really inspiring”, “nice facilities”, “this should be done more regularly”, “great for all 3 teams to work together with a common aim”, “must be done again” , 2fantastic day”, “looking forward to the next session”, “thank you” , “An inspiring day “, “a useful day hoe to see ideas implemented”, “I will try to use open space in my lessons” “great – well done”, “nice food”, “really appreciated the removal of “invisible barriers” between different partners in TBAP.”, “lovely venue”, “very positive”, “why not have a minute taker or someone filming the sessions”, “the best training day ever”

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Session Theme: OUTDOOR LEARNING & LEARNING SPACES Session Host: Mike Jones & Holly Porter

Session Outcomes:

How do we best utilise space for learning? Market garden, multi use space Outbuildings for vocational learning (construction/hair & beauty/bike maintenance Climbing wall Kids climb on buildings already, provide something for them to use Padded room/soft play room More natural light Creative outdoor art space Quiet space for staff Improve aesthetics of entrance into school Sense of space/light and freedom with privacy elements Different outdoor zones: shelter for board games/backgammon table Funky recycling bins: i.e basketball bins to encourage kids to use them Business environment to encourage professionality amongst pupils and staff More suitable meeting rooms Outdoors-indoors bring plantlife into school All on one-level, no stairs Cycle tracks Toilets (using copthorne tara ladies as a blueprint!) Large outdoor storage area How do we best utilise space for learning? Market garden, multi use space Outbuildings for vocational learning (construction/hair & beauty/bike maintenance Climbing wall Kids climb on buildings already, provide something for them to use Padded room/soft play room More natural light Creative outdoor art space Quiet space for staff Improve aesthetics of entrance into school Sense of space/light and freedom with privacy elements Different outdoor zones: shelter for board games/backgammon table Funky recycling bins: i.e basketball bins to encourage kids to use them Business environment to encourage professionality amongst pupils and staff More suitable meeting rooms Outdoors-indoors bring plantlife into school All on one-level, no stairs Cycle tracks

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Toilets (using copthorne tara ladies as a blueprint!) Large outdoor storage area Personal study area Discreet, separate health offices and individual therapy spaces – i.e specific art therapy, music therapy, dance therapy space and specific parent /family therapy space Physical divide between KS3/KS4 Improved ventilation/heating control Life Skills apartment, mock up of real life flat for learning domestic skills Specialist science lab Music technology room/sound-proofing recording studio Solar panels Admin staff need a space other than reception so as to provide alternative working space Screenprints or projector on the wall instead of physical displays which can be damaged/torn down Medical room Toughened safety glass in all windows Specific restraint areas and enough of them across school (to avoid restraining a student for longer than necessary) Laser lights in garden Separate staff area, confortable and clean and well facilitated (i.e decent coffee machine!) Individual workspaces Outdoor classroom and ICT points so folder work can be done without disruption of having to take students back into school bldg in search of a free classroom 1:1 room private but with cctv Quiet room for silence only Staff workspace for those who do not have own classroom Linked rooms for Mentors : mentoring/induction/circle time space Underground car parking Dining space is good at bridge. Circular tables work well Tuck shop/Café manned by students??? Subtle music pa system Make environment very different from mainstream Filtered water system throughout classrooms and whole school Comfortable learning environments (sofas/rugs/beanbags in class) etc

Next Steps: Additional Thoughts:

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Session Theme: CPD: Leadership and Teaching and Learning Session Host: Sarah Hardy

Session Outcomes:

Working in a PRU recognised as a career option External agenda to recognise specialist work through National College programmes Time, money, capacity, resources for tri borough INSET Teaching and Learning support across provisions Opportunities for leadership at all levels Coaching (external) for all staff Joint planning and development opportunities Recognition some teachers operating as HODs Financial remnumeration Commissioning specific CPD Learning triangles Networks Learning walks

Next Steps:

Networks set up Input into national agenda Joint planning and training Appointment of all middle leaders posts Time to do these things

Additional Thoughts:

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Session Theme: Post 16 /KS5 and support not ending up NEET Session Host: Camille and Joy

Session Outcomes:

Not ready emotionally to deal with the outside life Expand skills and selling ourselves short - staff Wider issue – transition Mirror year 6/7 transitions Not adapting well due to size Difficult to manage behaviour Should be halfway house Emotional support Have provided additional support from Bridge to colleges to ensure success including mock/taster day Tailor curriculum to meet needs Give space and time to develop Links and expertise to Westminster act base – college some days and us provide support and space Outsourced course now bringing on site – construction, hair and beauty etc. Payback form learners to give back – mentoring, pupil voice Continuity from ks4 to ks5 Funding are an issue Funding – European Social Fund??? Each site provides specialism Parent/carer integrated to provide support Also provide skills and expertise to give to learners Interesting to see figures to see 6 weeks on roll for our learners at college – dropout rates Human recourse better deployed better by having our own provision. 50/60% of year 11 would want to stay – possibly more All the good work undone when they drop out of colleges/6th forms Development of personal skills – good PSHE programme Need in house accreditation – earn enough points/awards to enter post 16 place 2 tiers systems - those that are ready to enter college Those the needs to stay – not prepared for college Nurture (being the bridge between the 2 for 1 year) Improved data sharing – like lapse statements, no s139, exam access arrangements. – consistent data sharing

Next Steps:

Creating a shared vision Looking at funding- possible on bid and share between all Human recourses – sharing of skills and expertise Curriculum offer.


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Session Theme: ICT, VLE and Data Collection Session Host: Daniel, Yasmin, Jerome

Session Outcomes:

Using data to analyse progress of learners. Unreliable data. Same test across all Provisions so that data can be used by sharing information. Assessment based upon APP for speaking and listening within subject areas. Presentation of data should be put into practice so that development tasks can be put in place. Making pupils aware of what the targets should be so that they are understandable by learners in order to achieve the targets. Tracking data for numeracy and literacy per learner. Using VLE to set individual targets for each learner. Sharing of information for data between establishments when learners move. Induction process should be consistent across all organizations so that data collected can be shared easily. Analysis of data according to LAC, ethnicity, SEN to inform intervention strategies- literacy focuses across the curriculum. If white boys are underachieving across the board what are we doing? Using data the following half terms to monitor intervention and review progress of target groups. How do we make this usable for teachers? Present to staff in a user-friendly way. How do we inspire teachers to take the data to the classroom and actually use it? Venn diagrams focusing on progress across the curriculum. If a student is achieving in one subject well and not in others how can we improve this? How can teachers learn from others? Do we want a person or a system in place so that data for a temporary excluded learner can be passed onto our establishments. How can the data that has been collected from all the processes so that the assessments can be used to set targets for the whole school. Having portable devices so that access is easier between establishments. Access to resources available wherever we are. Manage behavior that can incorporate mobile devices into learning.

Next Steps:

Creating a shared vision Looking at funding- possible on bid and share between all Human recourses – sharing of skills and expertise Curriculum offer.

Additional Thoughts: Use data (progress) to inform seating plans Data as a focus in lesson observations Data for specific differentiation Traffic lighting

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Session Theme: Every Child Achieves their Potential (context of standards) and G&T provision

Session Host: Nasrin

Session Outcomes:

Raise profile of G&T (at present focus on this group of pupils is does not seem to be a priority in a rigorous way) Identify pupils – by monitoring and feedback from staff – use all data to do this. Academic AND non-academic focus Eg Sports – really support talent in this area in a a proactive way. Mentoring from INDUSTRY/VOCATIONAL sector Encourage going out and making links with universities and colleges Individual tuition/revision sessions organized TRI- Borough Sports/Team development tri-borough Use Local businesses

Next Steps:

Possibility of having tri borough Parallel timetabling so that team building sports can be developed (currently difficult to play team sports due to small cohort sizes in each school) Also parallel timetabling for supporting the more academic pupils We can make sure all pupils achieve their potential by personalizing the provision – creating more opportunities by tri-bourough staffing/resource sharing. We can raise Asp


Role models from outside Developing self esteem skills so that pupils can accept their talents and develop themselves in a positive way. *this topic was discussed with personalized learning so see notes from there as well!! Eg alternative accreditation etc...

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Session Theme: Cross curricular teaching and learning Session Host: Nicole

Session Outcomes:

Sharing modules between subject areas Literacy and numeracy across curriculum Work share Sow a plan together Specific topics Communication between everybody Student relationships with staff Focus of the week Displays in classes to aid cross curriculum learning Learning styles of children Planning is a key thing-you can’t go cross curriculum without planning. Is time critical for helping teaching and learning to prepare children for college/ university? Time constraints – possibly more core subjects in timetables if get to Carousel learning Strong assessments of children’s learning to develop IEPs Teach outside the box Aspiration learning – dinner, job interview (soft skills)


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Session Theme: Managing and Understanding Behavior Session Host: Everol

Session Outcomes:

Behaviour management. Learning needs of staff needs to be addressed - Little in place for behaviour management training Holistic approach to looking at young persons negative behaviour. - Staff taking on “therapeutic” role - Looking at psychological aspects of young persons development. - How do we “up skill” staff - How do we use the different psychological perspectives? Ie psychoanalysis, CBT, TA, attachment theory. - Look at the referral process for CAMS - Enhancing the knowledge base - Does everyone have the aptitude to train to a sufficient level? - All staff need to have the training and support because everyone is part of the process. Students don’t always choose the most appropriate trained or skilled member of staff to look to for support. - Interpersonal skills are paramount. Simple core principles of being able to from relationships, fostering trust and making a professional Supervision is key. SLT support and peer mentoring are useful support mechanisms. - Thought: use more youth workers. They have relationships with students that can be taken into the classroom. - Thought: what are the opportunities for sharing best practice between AP and mainstream. Its happening at primary level already. - Thought: can more be done during the induction process for new staff? Lots of different terminology. If new member of staff starts mid-term they miss out on the beginning of the year “buddy” support. - What more should be done in regards to CPD? - More needs to be done in teacher training to address behavior management. - Cross training. Staff could work in youth clubs, PRUs , primary and secondary. - Are expectations of mainstream teachers realistic? Lots of existing pressure. - Trust is important. How do we develop trust?

Next Steps:

Formalization of techniques of behavior management. Sharing best practice across. - Training is on-going. Constant process. Not always formal. Staffs responsibility to develop. - Look into TA 3 borough wide. A lot of the issues mentioned seem to be rooted in TA.


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Session Theme: What do K3 and 4 need Session Host: Adrian

Session Outcomes:

KS3 and 4 need a different environment. Many in KS3 are not sufficiently developed emotionally to cope with a large institution such as The Bridge Academy. Many KS4 learners find the distraction of the very immature younger learners very difficult to cope with. Many KS3 to need to play in a safe and nurturing environment and not be exposed and vulnerable to negative influence and exploitation by older learners.

Next Steps:

Ideally, three separate building: Nurture Centre; Transition; Aspiration Centre. Could combine Transition and Aspiration in the short term. Movement between this centres determined by progress, not age. Could start to move towards this with staggered days for the current institutions. Or use The Bridge, Latimer and Beachcroft for different stages. Impletions for travel for learners. PRU staff supporting learners in mainstream to avoid exclusion and to support reintegration


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Session Theme: Love for learning Session Host: Janet Packer

Session Outcomes:

Behaviour for learning- Focus on learning and looking at experiences with self and other. Consequences linked with learning Parent/children- positive feeddack has helped to deal with relationships wirh parents in relation to the childrens learning Capacity building Progress in the pru is then passed to the mainstream school through key adults Keep the focus on learning – looking at problem solving approiaches to resolve issues Children being reintegrated to mainstream to with a view for learning Looking at individual – personalised learning plans and engagement with parents Securing good and ‘even better if.. Teachers filming themselves and revisiting practice to ensure quality provision

Next Steps: Vision Additional Thoughts:

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Session Theme: Life Skills Session Host: Jo Sennitt

Session Outcomes:

Individualised personalised timetable Life plan first then how to link in Decide what they would like to do then work backwards to discover what is needed to achieve this Link what child wants from life to educatoinal programme Some students DO know what they want to do, others need further guidance Psychometric test in induction?? Learning styles (focus on yr own but build up other skills) Emphasis on own learning styles Teach in your own style would be strongest way Technology constantly changing so training needed Design scheme with different levels build life skills into Health and safety limitiations Simple skills which are necessary (basics) how to use knife and fork How to iron/How to use a washing machine Trip to launderette, restaurant etc because of huge gaps in common knowledge simple skills need teaching How to interact with people in the outside world Use the community to help teach social skills Hotels Personal hygiene lessons – tactfully Impact on timetable make space for Whole afternoon 1 week work experience 1 week independent living Use science room for circuits to achieve h&s changing lighbulbs Potentially approach local businesses, apprenticeships???Football clubs work experience Use HAFAD Build community links break barriers email/flyer and suggest local businesses/neighbours could offer assistance with different life skills

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Develop clear framework Show in planning cross-curricular links to encourage Summer holiday clubs 3-4 week life skills course End of course students given budget and responsibility Encourage communication between students for staff to learn. Staff to react to knowledge gained through conversations. Find an interest work with it. Independent Living to be used to improve relationships and appropriate connections. Fulham Football Club foundation offers support to young girls. Childcare – nursery opposite could be used for Life Outcomes. At induction stage students need to know the importance and value of the education for them to reach their life outcome and increase life chance. Identify the threats to the students and work with that. Theraputic services can link in to find threats through art therapy. Managing money education in finance. Life skills Week


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Session Theme: Developing and sharing our expertise with Mainstream Colleagues

Session Host: Gemma Dixon

Session Outcomes:

Working within mainstream schools- Nurture groups, Anger management- Training Days given by link mainstream schools (CPD) , PRU teachers to be able to attend, PRU teacher observing in mainstream schools - Forging links with feeder schools- for course work (BTEC & Controlled Assessments etc.) - Tri Borough- developing curriculum dept together- meeting and sharing resources/ planning - Nurture groups in Mainstream/ LSUs Link between the Foundation/KS1/KS2/KS3/KS4 - Buddy within the PRUs and with mainstream schools in the local community - Exchange of information between schools within Boroughs and across boroughs - Understanding of both settings, from a practitioners point of view - Reintegration- stream lining Mainstream/PRUs Mainstream approach in a PRU? - Marrying of mainstream approach and alternative prov. - Transitioning pupils in a more effective way - Reintegration- stream lining Mainstream/PRUs

Next Steps: Vision Additional Thoughts:

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Session Theme: Staff wellbeing Session Host: Charlie Taylor

Session Outcomes:

1. What does ‘good staff wellbeing’ look like? 2. What is the role of the tri borough in supporting staff wellbeing? 3. What is the responsibility of the staff for their own wellbeing? 4. Why do we choose to work in such institutions?

• Meditation • Gym memberships • Counselling/offload in a structured way • Staff attendance would be good • Peer mentoring-allocate people from different provisions • Making money and space available • Formal time out and an allocated member of staff that can

step in (formally arranged) • Supervision between the 3 boroughs • Counsellor to speak to in rotation- regular system • Identifying effective partnerships between staff • MONEY!! • Massage • Package for staff including CPD opportunities • Do things after school e.g. gym • Sport • Events organised by the school • Team building activities • Weekly debrief • Peer discussions • Buddy system • School counsellor • Time given to talk about problems • Online council • Staff to cover when staff need time out • Staff to know it’s ok to need some time out • Personal reasons • Specifically chosen it • By default through supply • Seen as a creative educational environment • Small group learning • Working with other agencies

Next Steps:


• Adults in these situations are sponges. • We need to be able to manage that amongst ourselves. • Time out for staff/being aware of our triggers training to

help us identify this. • Peer supervision (At the Bridge) which allows staff to

hang emotional’ issues. This is formalised. • Staff counsellor to address staff emotional issues. • Online chat room/forum.

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• Staff should be tested for their resilience before • working at a PPRU because not everyone is cut out for it. • Massage sessions between staff? • Are all people suited to work at a PPRU. Could there be

some kind of screening process? Probation? • PPRU staff need good training and marketing of • PPRU in mainstream to recruit quality staff. • Tri borough ‘staff wellbeing’ team

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Session Theme: The Effective use of TA’s in the Classroom Session Host: Helen H

Session Outcomes:

Are we using TA correctly? • TAs should be specifically trained (by subject) • Initial training period for role • Temporary status of TA affects role • Permanent contracts should be offered where wanted • Quality of TAs can be poor and they can be more of a

burden than a help. Better interviewing and quality of candidate.

• Teachers need to know what the role of a TA is • Ofsted - Use of TAs is to support learning! • Teachers to give short term lesson plans before learning. • TA role in behaviour management? • Possible forum between teachers and TAs • Planning/ stable timetable leading to more effective TAs • TAs to become attached to depts and to attend meetings

etc - more systematic approach.

Suggested Job Role 1. Facilitate learning 2. Take part in MTP 3. Subject specific – take on strengths 4. TAs should be aware of learners IEPs 5. TAs can be attached to individual learners


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Session Theme: Supporting inclusion in mainstream school Key stage 1 and 2

Session Host: Christine

Session Outcomes:

Keep • Established model of working in mainstream schools. • Provide a clear framework to enable mainstream schools to make sense of behaviour in order to identify and plan appropriate intervention. • Build capacity in mainstream schools. • Direct support for mainstream staff in developing an

intervention plan to: Prevent incidents Teach alternative skills Manage escalating situations.

• Supporting the implementation and ongoing monitoring of the plan.

• Time limited direct support for pupils as part of the agreed plan.

• CPD – delivery. At borough and school level. • Early intervention in Mainstream Key Stage 1 and 2

Add • Quality CPD to ensure delivery of expert services to

schools and keep up with current initiatives and research.

• The opportunity to develop specific initiatives. E.g. work with girls.

Next Steps:

• More clarity on time line for tri borough arrangements and future funding.

• Clear communication and implications for day to day working for individual teams.


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Session Theme: Tri-borough Admin Session Host: Beverley Dash

Session Outcomes:

What It will look like – quieter reception/admin areas as acoustic glass will be used if reception is open plan. Different system for alerting reception of guests – to avoid noise pollution . Mostly applies to Bridge and Latimer. Standard practice for documenting sickness, holiday, and others - uniformity of documentation. Sharing of knowledge and information by visiting Tri-borough schools . A uniform attendance policy - Tri-borough SIMS training. Quiet time within work day – to complete administrative tasks. Tri-borough work experience in other admin. posts for variety and continuity.


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Session Theme: Sports Session Host: Laurence- Beachcroft

Session Outcomes:

Partnership Creating a council to organise how it work – staff Discussion with students – bring them into the process Skill sets of teachers from each school e.g who can lead each sport Encourage community cohesiveness Accreditation for pupils Staining for staff if necessary Transport Encouraging the combat of post code rivalry Sports leaders – opportunity for pupils (coaching / referring courses)

Next Steps:

Creating a map of skill set Exchanging details of staff within the tri borough Create a council – staff and students Organise training and meeting for staff Accreditation for staff and students Plan sports events, leading to further events (staff and students and staff v students) Buy a minibus

Additional Thoughts: Opportunity because of the Olympics for sponsorship. Senior management can look into this.

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Session Theme: Provision for Vulnerable Children in the Early Years and Foundation Stage

Session Host: Paulette Woolley

Session Outcomes:

• Communication between staff – whole school supporting the child

• Developing good practice across the tri-borough - promoting excellence e.g. nurture groups /developmental stages

• Collaborative teaching – modelling / coaching • Release time for teachers – to talk / discuss. • Ownership for teachers • CPD for teachers / TAs • Transition – between nursery / reception • Development of relationships with parents creating a

positive culture

Next Steps:

• Support across the tri-borough • Communication between support agencies • Generalised transition programme. Protocols for sharing • Re-building trust in alternative provision • Agreed partnership between settings, outside agencies

and parents • Discussion group to discuss issues which they face in

communicating with parents – sharing good practice • Look at data – parents experiences

Additional Thoughts: Opportunity because of the Olympics for sponsorship. Senior management can look into this.

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Session Theme: Mentoring Across the Tri-borough / peer mentoring Session Host: Peter Augustine.../ Ian Patterson

Session Outcomes:

Is mentoring consistent throughout the three boroughs? Beechcroft – each learner has a mentor for 15 mins per week – they always go over and feel it not long enough, they can have more if needs – they use mentors to a. get out of a class, to discuss personal issues, to talk about classroom issues. Latimer: Do have a pastoral support leader. They also use EP of 2 kids per 1⁄2 term. K & C – they don’t have mentors if a child needs to discuss anything they just ask to talk to some on a ad hoc basis. No mentor dept, structure or training. Generally only incidents or issues (such as CP) are recorded. Childerly – they have a mentor team they have set session (3 or 2) each week – discussions on ‘why are you here, what’s going on to get you here’ Bridge: have tutors, and a team of mentors, mentor sessions are asked for by staff, and or kids. ^ to 8 weeks periods for specific mentors sessions. All recorded. Looking forward An urgent need to form professional Mentor teams in every borough Peer mentoring – training is needed – many hold poor perceptions of themselves – can we use older, past learners to mentor learners Is 6-8 weeks long enough to work with ‘our cohort of kids, and the answers was generally NO! Mentors need role clarification, they should have very specific tasks which might not be running after kids out of class, for example in order to offer Quality of provision, All mentors need to be trained to same standard There is an urgent need to meet, each borough, on a regular basis – say monthly to share good practice. Formalise handover between learners at Childerly to staff at bridge.

• Therapeutic mentoring (see Cambridge model) to be investigated.

Next Steps: • Peter and Simon, and their teams to suggest a action

plan for Seamus to consider to form a tri-borough Mentors strategy.


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Session Theme: Working with families Session Host: Hugh

Session Outcomes:

MR works with families at the bridge. Can get families and parents in to work with a child. Works with the child first, then invites parents in after a few sessions. How does info help the school? Info child shares is confidential, but can pass on skills and knowledge to other staff. Confidential unless at risk of harm. Must make child and family aware. Different models used by therapists at the bridge. A Beechcraft there are no therapists just an ed psych Tutor/lsa relationship with families-not much else in place. At the bridge involve families through BAO online training Other setting-study skills for parents? What help is available for families whose first language is not English, any disabilities, literacy needs? Before they can undertake any help I.e parenting classes? Family liaison officers? Access to tri-borough resources. To help families access, those who are in need. Learning guides- Regular contact, positive relationships with families built. Should there be one point of contact to work/communicate with families. Info is not diluted. Build trust . Beechcroft only have one person that can access Sims . No designated space currently. Need the right therapeutic space to work with parents/families Home visits Mentors at bridge carry out weekly home visits Subject teachers meeting with parents. Head of year contact parents or tutors Induction for parents? Like for students.

Next Steps:

Share info and approaches at daily briefing or monthly for tri borough, share knowledge. For example Beechcroft ed psych observes lessons and gives feedback to all involved. This is very helpful in learning strategies.


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Session Theme: Personalised Timetable, Alternative Curriculum & Accreditation & Every Child fulfils potential Talented

Session Host: Nasreen, Jerome, Anu

Session Outcomes:

How can this be feasible? Financially? Time- wise? Creative time tabling? Parallel timetables? Core themes? G & T need extension? Scope wider? Creativity within assessments?

How can tangible skills be measured? Eg

PSHE

Core curricular status via alternative status?how do we involve Pupil voice here and instil values? Implications of funding cuts in order to deliver personalised timetables, ap, g&t. Buildings fit for purpose? Greater partnership with all schools providing more data/info for all provisions. Accountability of ap schools and mainstream Ks2/3 learning experiences should help make curriculum choice More opportunities with tri borough to work with more colleges that can support ap Potential for more peripatetic teaching across tri borough eg music, mfl etc..? Competency skills, sports leaders etc... How can these be accredited? Use tri borough to pool resources and research? How about g&t learners across tri borough getting

together? Possibility of tri borough timetables across

PRUs?

Mindful of boys and girls differing needs? Collaboration of structureof timetable. Is there

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flexibility? Staggered starts/ flexitime!

Carousel system for staff across boroughs? Accreditation for core skills Pool resources/ideas/research on accreditation?


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Session Theme: Clarification of Roles Session Host: Champagne Wint

Session Outcomes:

Latimer Education Centre staff were the main attendees of this session Now Clarification of job responsibilities – financial side of roles is not established – people should be paid for what they do Pay scales do not reflect structure of the school and staff roles – job descriptions change/added to continually Clear management structure from the top Staff not having clear job descriptions – after being ‘acting’ in a role after 6 months, the role becomes yours regardless Roles are absorbed as people leave therefore pay should reflect this also. We are completing jobs and tasks half- heartedly. People are over stretched and pushed to the limit – this means that currently staff feel that we are ineffective

Next Steps:

Vision Establish what it looks like when you are doing the job you should be doing e.g. a teaching assistant Look at the skills needed – we need CPD to develop A fixed timetable in place that is secure for all Job description describes a career path and opportunities Flexibility to take on different roles across the tri-borough Clear defined role for each person Do we need union support to help us


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Session Theme: Improving attendance Session Host: Tina McDaid

Session Outcomes:

• First day call back not necessarily working • Texting service is possibly a solution • Attendance monitored for a week – mentors to follow up

with home visits. Attendance improves after the home visit but often drops

• Letters, phone calls, meetings, EWs are in place but parent is key. Parents often have battles to get pupils in therefore what else can we do? Home visits need to be regular

• Penalty charge for parents to get pupils in • Rewards for attendance, incentives need to be developed

more. This can have a positive effect • Do we need to take this toa different level e.g. LEC

cabbing pupils in towards the end of exam time is the target (95%) unrealistic for PRUs?

• But we need to show progress i.e. that pupils are attending better than in previous school

• How can we use VLE/Fronter to take up the learning of those long term pupils? Is this a good way to develop the learning long term absentees?

• Mini bus to collect pupils Online learning • Needs to be good in order to ensure it works. • How do we know that pupils are engaging? • Online learning does not deal with their social and

emotional issues therefore pupils are being failed • We want to improve attendance not attendance figures • Tri borough could offer options • Peer learners to come in more often • Could we stagger the reintegration of pupils to other

institutions – cross borough? • Online learning package • Are we checking for patterns using SIMS? • Ex pupils in for peer mentoring • Parents are key to the improving of attendance • Family and parental support groups are key need for a tri

borough approach to the issue of attendance • Bridge has the answer!


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Session Theme: Improving literacy – access to education Session Host: Camille

Session Outcomes:

Not enough being done Not just a school problem but endemic All sorts of reading schemes provided Actual literacy levels has not drop but jobs market has changed Poor literacy influenced behaviour Basic needs to be looked at Stage not ages groups Start from the beginning – levelled at needs Re-training of teachers to support learners Get parents to support reading Maybe look supporting parents to access literacy as well Shared reading – in subjects read subject related items Look at re-grouping them on ability Literacy hour and every tutor participates Teachers were re-trained to support reading Stage not age Rewards See progress – visual progress like a marathon runner Workshop relevant items – rap/poetry People – Benjamin Zepahniah Visual One to one – learners feel embarrassed about lack of ability Expose to a common ground Teacher admits that they don’t know everything We model

Next Steps:

Whole staff training Buzz word in school Pull the expertise together and contextualize it to fit needs create bespoke programme Training for specific needs – dyslexia Education journey – different country – language acquisition not hard wider – look at journey Either one to one Or 6 week intensive programme to fit needs Looking at resources to fit age and share – central drop box place – library Looking are home support – if problem then support them EBP – voluntary reading scheme Using IT – writing and put on tablet Get young people to write for themselves Passive – debate Make it more active – soapy liquid bottle, rhymes Reading for purpose – fixing things, comics, graphic novels, magazine Use IT – xtra film . com kartouche ESOL parent literacy classes Time to plan Ask learners why don’t read, what they read etc Look at handwriting – purpose, still need? Text speak???


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Session Theme: Capacity Building Session Host: Janet Packer

Session Outcomes:

All staff able to manage the learning and behaviour of pupils with BESD All gain skills additional skills Skills are modeled to staff Systems and structures in place so that children’s learning and behaviour managed more effectively Parents develop better relationships Progress is evident staff can see the impact they are having in schools Reduction in exclusions, emotional outbursts Improvement in attainment Raise self esteem, positive self image as learner Lots of interest in the processes used to engage staff in schools to improve outcomes for pupils Need to have an overview as to the way we work with schools in partnership that will have an impact on outcomes for children Add secondary provision

Next Steps: strategic overview


Some children are the casualties of poor provision in secondary Quality first teachcing How do we ensure that the children in alternative provision e.g PPRUs are the children who should be?

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Session Theme: Close links with schools to avoid exclusion, building intervention

Session Host: Liz Hyman + Amanda Jeynes

Session Outcomes:

• Alison’s Role- (Partnership Co-Ordinator) • Divert- • Transferring the strong Primary Service PRU,

Hammersmith. • Tracking Pupils, supporting staff, whole school approach • Learning Behaviour • Assessment of Behaviour • Building Partnerships • LSUs- good foundations being built • Are they being used to their full potential? • Early Intervention- Pre /Post Exclusions - visits from Childerley Early intervention for pupils • who are risk - Pupils without school place- forgotten pupils with • Statements • Primary- Secondary Transfer (transition) - Transfer of information - Year6/7 - Visiting Primary schools - Need for stronger links - Children at Risk- working with pupils in Year 6 who • are at risk, program - Transition mentors • Link persons in schools- networking better, sharing of

information- Inclusion Meeting • Fair Access Panel • Types of Intervention- SEALs Managed Moves • Resources- sharing, support network within Westminster

of good practice. Transferring of resources

• Clear communication- when pupils are made Fixed Term excluded, Pupil/Parent -School-PRU- Schools making decisions earlier

• Opening the doors of PRUs to the Mainstream Schools- visiting

• pupils in PRUs, Open Mornings etc • Fixed Term Exclusions- schools liaising more effectively

with the PRUs to help the pupil to stay on their Mainstream learning

Next Steps: Clear Procedures Clear Communication Additional Thoughts:

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Session Theme: Alternative to Alternative Provision Session Host: Rita Rogerson

Session Outcomes:

-Discussion of the kinds of learners we are concerned about and why they are hard to manage -‘Lost’ Learners who are still on our rolls -Out of sight/out of mind issue -Moral v Statutory dilemma -Role of SEN-some provisions have PRUs as named schools whilst others don’t -What happens when resources/staff/buildings can’t meet needs of learners? -Funding/postcode issues -Independent provisions not meeting needs either -Tri-borough provision(s) needed for learners for whom the current provisions are unable to meet their needs -Residential and therapeutic input is essential to help prevent learners entering criminal justice system -Short-term respite residential options -Family work is dependent on relationships -Social Services can close cases but we don’t have this option -Importance of having Social Workers/CAMHS in these Tri-borough provisions -Importance of Outreach work -Ofsted pressures -Appropriate Curriculum provision crucial to re-engaging-use of vocational placements -Transition/monitoring of AP

Next Steps:

-Time -Joint Planning/shared vision -Training -Funding


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