The following slides are features of all workshops and may be relevant to review in all sessions: • What is TBAP Progress 5? •Why develop 5 Progress measures? •Ofsted Guidance Overview •ASCL and NAHT Overview •Exemplars of subject/curriculum level material, Behaviour Analysis Tool and Enrichment mapping

1. Curriculum (Life After Levels) – the mastery pathway with 3 points of assessment per year 2. Attendance and Punctuality - the % increase from the entry baseline 3. Enrichment and Therapy Curriculum – the engagement of learners and the progress they make in these skills 4. Waved Interventions – the % impact of reading and numeracy interventions and the measures of progress/rate of progress (expected and accelerated) 5. Behaviour for Learning – the measuring of these aspects and profiling of learners

What is the TBAP Progress 5?

Why Progress 5? •A move away from traditional academic measures to enable us to report on a wider range of measures across TBAP.

•Will enable us to build up an evidence base more effectively. A model that recognised new centralised progress measures (Progress 8) but was our own AP model. •We want to ‘shout from the rooftops’ about the amazing therapeutic and enrichment opportunities our learners experience.

•We do far more than the ‘academic’ with our learners and were being told by Challenge Partners to make sure we could evidence it.

•A need to respond to Life After Levels.

•As an organisation a need to create a sustainable and scalable model that would allow us to report at department, school, region and Trust level.

What does the Ofsted CIF say about Assessment?

Effectiveness of leadership and management Assessment must be catered for in CPD and linked to Performance Management: “improve staff practice and teaching, learning and assessment through rigorous performance management and appropriate professional development”

Quality of teaching learning and assessment Staring point established, parents and previous schools involved: “Assessment information is gathered from looking at what children and learners already know, understand and can do and is informed by their parents/previous providers as appropriate.” Assessment informs planning of learning and interventions: “Assessment information is used to plan appropriate teaching and learning strategies, including to identify children and learners who are falling behind in their learning or who need additional support, enabling children and learners to make good progress and achieve well.” Assessment enables dialogue: “learners understand how to improve as a result of useful feedback from staff, and where relevant, parents, carers and employers understand how learners should improve and how they can contribute to this.” Parental engagement is planned for in assessment: “engagement with parents, carers and employers helps them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve.”

Personal development, behaviour and welfare “pride in achievement and commitment to learning, supported by a positive culture across the whole provider” “self confidence, self awareness and understanding of how to be a successful learner.”

Outcomes for children and other learners Providers own data as a judgement on academic and other learning outcomes: “progress well from their different starting points and achieve or exceed standards expected for their age” “attain relevant qualifications so that they can and do progress to the next stage of their education into courses that lead to higher – level qualifications and into jobs that meet local and national needs.”

Key Points from NAHT and ASCL Guidance on Life After Levels/Ofsted Guidance

Recognition of many types of assessment – all should lead to improve the quality of learning.

Tracking and recording data is no longer the focus – it is the quality of the assessment process in the classrooms. Descriptive profiles not numerical summaries are the preference. (Such as Developing, Meeting, Exceeding statements)

Focus on depth of learning and understanding within subjects.

Assessment training is poor in ITT – and research suggests the area colleagues has least confidence in classroom delivery.

Assessment should enrich, extend and enable learning.

Year on year progression in each subject needs to be clear. Enables ‘gaps’ to be identified. The full journey needs to be looked at from start to end.

Conversations about children; not data. What can a child do? Not do? Need to do next?

Validity of assessment must be guaranteed through standardisation and Standards Files of Evidence per subject/year.

Year 7 Unit 2

Beginning Developing Embedded

Search Engines. To be able to define what is a search

engine.

To be able to name different search

engines.

To understand what an Internet search

term means.

To use basic search criteria skills to

research information on the internet.

To use complex search criteria skills to

research information on the Internet

including including Boolean search.

To use quotation marks for exact phrases

search on the Internet.

Application of formatting tools. To understand what is formatting.

To be able to explain three types of

formatting we can carry out in a word

document.

To be able to use the basic formatting

tools available in the MS Office

applications.

To be able to format text, shapes and

WordArt in word, publishing and

presentation documents.

To be able to use most formatting tools

available in the MS Office applications.

To be able to format tables and images in

word, publishing and presentation

documents.

File types used for

communication.

To create a folder for ICT and 6 sub

folders for each of the terms.

To describe the uses of the different MS

Office applications.

To be able to name folders following an

agreed naming protocol.

To use correct software depending on

the purpose of the intended work.

Be able to identify file types through file

extensions.

To able to transfer data through different

applications.

Use of Microsoft Office

documents.

To be able to explain uses and

advantages of spreadsheet software.

To identify different parts of a

spreadsheet and explain what is a

formula.

To set up a simple spreadsheet and

enter text and numbers.

To enter simple formulas in a

spreadsheet.

To enter complex formulas in a

spreadsheet.

To use the editing tools in a spreadsheet

software to present results in a clear way.

To be able to explain uses and

advantages of database system software.

Understand the difference between

tables, records and fields in a database.

To enter data into a database table.

To use editing tools in database system

software to make changes to a table.

To set up and save a blank database.

To import external data into a database

table.

Example from TBAP ICT

Example: Enrichment and Therapy Curriculum – the engagement of learners and the progress they make in these skills

Skill Set Beginner Intermediate Advanced

Team Work Students take part in set activity.

Students taking part in set activity and giving instructions to teammates in an attempt to co ordinate proceedings.

Students taking part in set activity and giving clear instructions to teammates. While supporting and trying to engage those who appear less motivated.

Careers

The student has a clear idea of which course they would like to do post 16 and completed a CV.

The student has a clear idea of which course they would like to do and have discussed it with staff and completed at least 1 post 16 application and CV

The student has a clear Idea of post 16 course which has been discussed with staff, post 16 applications completed with staff and independently and is aware of current attainment

The numbers represent the percentage over time for each category 5 25 50 75 95

RELATIONSHIP WITH SELF (Predominantly Emotional)

To want to, and be able to, include him/herself in the learning opportunities and relationships on offer in the

classroom and ool context. This includes how the learner feels about themselves, their self -esteem, self-efficacy and

their perceptions of the relevance of ool learning.

Ra

rely

So

me

tim

es

Fa

irly

Oft

en

Oft

en

Alw

ays

Key Features 1 2 3 4 5

RS1. Is interested in learning

RS2. Has a positive opinion of him/herself

RS3. Can manage strong emotions such as anger and/or sadness

RS4. Has a belief that he/she is capable of being successful

RS5. Can independently make choices and try to solve problems

RS6. Can accept responsibility for own behaviour

RS7. Shows good self-control

RELATIONSHIP WITH OTHERS (Predominantly Social)

Being able to take part in learning that involves others, and join in aspects of ool life as a member of the ool

community. This involves being willing and able to interact socially and academically with others, including the

teacher and other adults.

Ra

rely

So

me

ti

me

s

Fa

irly

Oft

en

Oft

en

Alw

ays

Key Features 1 2 3 4 5

RO1. Is willing to work independently as appropriate

RO2. socially aware of what is going on around him/her

RO3. Is willing and able to empathise with others

RO4. Is willing to ask for help

RO5. Is willing to behave respectfully towards adults in ool

RO6. Is willing to behave respectfully towards peers

RO7. Is able to listen to others and be attentive

RO8. Can cooperate and collaborate when working and playing in a group

RELATIONSHIP WITH CURRICULUM (Predominantly Cognitive)

The dynamic interactions that make up the reciprocal activity between the learner and the curriculum. This involves

being able and willing to access, process and respond to information available through the curriculum. Ra

rely

So

me

ti

me

s

Fa

irly

Oft

en

Oft

en

Alw

ays

Key Features 1 2 3 4 5

RC1. Is willing to engage with the curriculum

RC2. Can take responsibility for own learning

RC3. Is able to access the curriculum

RC4. Is willing to try new things and ‘take risks’

RC5. Can make mistakes and ‘move on’

RC6. Is self-aware, knows how and when to get help

RC7. Motivated to complete tasks

RC8. Able to work unaided

RC9. Follows classroom rules and routines

Behaviour for Learning

0.00

0.20

0.40

0.60

0.80

1.00

RS

RO RC

Summary

0.00

0.20

0.40

0.60

0.80

RC1

RC2

RC3

RC4

RC5 RC6

RC7

RC8

RC9

Relationship with Curriculum

0.00

0.20

0.40

0.60

0.80

RS1

RS2

RS3

RS4 RS5

RS6

RS7

Relationship with Self

0.00

0.20

0.40

0.60

0.80

RO1

RO2

RO3

RO4

RO5

RO6

RO7

RO8

Relationship with Others

Primary Assessment

Our journey

Janet Packer

Head of Courtyard AP Academy

The Chris Quigley Essentials Curriculum sets out: • essential coverage • learning objectives • standards which are required for all subjects.

Provides progress measures for all subjects including personal development.

Depth of learning

Taken from Chris Quigley curriculum

How is progress mapped out?

How does essentials map out progress? Essentials uses common learning objectives for all year groups. Each learning objective has 3 milestones for progress. Milestone 1 is the expectation for the end of year 2 Milestone 2 is the expectation for the end of Year 4 Milestone 3 is the expectation for the end of Year 6

Depth of learning

The numbers represent the percentage over time for each category 5 25 50 75 95

RELATIONSHIP WITH SELF (Predominantly Emotional)

To want to, and be able to, include him/herself in the learning

opportunities and relationships on offer in the classroom and ool context.

This includes how the learner feels about themselves, their self -esteem,

self-efficacy and their perceptions of the relevance of ool learning.

Ra

rely

So

me

tim

es

Fa

irly

Oft

en

Oft

en

Alw

ay

s

Key Features 1 2 3 4 5

RS1. Is interested in learning

RS2. Has a posi tive opinion of him/hersel f

RS3. Can manage strong emotions such as anger and/or sadness

RS4. Has a bel ief that he/she is capable of being successful

RS5. Can independently make choices and try to solve problems

RS6. Can accept responsibi l i ty for own behaviour

RS7. Shows good sel f -control

RELATIONSHIP WITH OTHERS (Predominantly Social)

Being able to take part in learning that involves others, and join in

aspects of ool l ife as a member of the ool community. This involves being

will ing and able to interact socially and academically with others,

including the teacher and other adults.

Ra

rely

So

me

tim

es

Fa

irly

Oft

en

Oft

en

Alw

ay

s

Key Features 1 2 3 4 5

RO1. Is wi l l ing to work independently as appropriate

RO2. social ly aware of what is going on around him/her

RO3. Is wi l l ing and able to empathise with others

RO4. Is wi l l ing to ask for help

RO5. Is wi l l ing to behave respectful ly towards adults in ool

RO6. Is wi l l ing to behave respectful ly towards peers

RO7. Is able to l isten to others and be attentive

RO8. Can cooperate and col laborate when working and playing in a group

RELATIONSHIP WITH CURRICULUM (Predominantly Cognitive)

The dynamic interactions that make up the reciprocal activity between the

learner and the curriculum. This involves being able and will ing to access,

process and respond to information available through the curriculum.

Ra

rely

So

me

tim

es

Fa

irly

Oft

en

Oft

en

Alw

ay

s

Key Features 1 2 3 4 5

RC1. Is wi l l ing to engage with the curriculum

RC2. Can take responsibi l i ty for own learning

RC3. Is able to access the curriculum

RC4. Is wi l l ing to try new things and ‘take risks’

RC5. Can make mistakes and ‘move on’

RC6. Is sel f-aware, knows how and when to get help

RC7. Motivated to complete tasks

RC8. Able to work unaided

RC9. Fol lows classroom rules and routines

Behaviour for Learning

0.00

0.20

0.40

0.60

0.80

1.00

RS

RO RC

Summary

0.00

0.20

0.40

0.60

0.80

RC1

RC2

RC3

RC4

RC5 RC6

RC7

RC8

RC9

Relationship with Curriculum

0.00

0.20

0.40

0.60

0.80

RS1

RS2

RS3

RS4 RS5

RS6

RS7

Relationship with Self

0.00

0.20

0.40

0.60

0.80

RO1

RO2

RO3

RO4

RO5

RO6

RO7

RO8

Relationship with Others

0.00

0.10

0.20

0.30

0.40

0.50

0.60

0.70

Pro

gre

ss

Learners

BfL Assessment RC Before and After

RC 1

RC 2

Challenges

Subject Attainment Band Attainment level

Equivalent

Maths 6B 4B

Reading 6S 5C

SPAG 4W 3B

Writing 5S 4C

What does this information tell us about the assessment process?

How can we use this information to build on prior learning?

What other information might we need?

Learner M Information from previous school

Challenges

• Being driven by assessment and not the curriculum needs of our learners

• Interpreting the data information from mainstream schools

• Children who are working well below the expectation for their age

• Planning for progress to build on prior learning

Objectives of the session: 1. To share TBAP’s current work on assessment without levels and

the development of our ‘TBAP Progress 5 indicators’

2. To facilitate discussion of how other AP providers track progress across a range of measures

The past 3 years •TBAP have focussed on attainment / headline figures 5 A*-C 5 A*-G / 100% accreditation

•Using data, including levels, became the bedrock of the organisation

•SIMS used extensively to track, monitor, plan at all levels

Where are we heading? •Assessment at KS3 without levels from September 2016

•Learners talking about subject knowledge rather than levels/fine levels

•‘I can do....’ ‘I need to improve....’

The Bigger Picture •TBAP Progress 5 in development

•A way of reporting/tracking progress in a number of key areas

The Chris Quigley Essentials Curriculum sets out: • essential coverage • learning objectives • standards which are required for all subjects.

Provides progress measures for all subjects including personal development.

What is already happening at our Primary sites?

Working towards ‘Assessment Without Levels’

What is the ‘powerful knowledge’ for your subject? Distill this into the key big ideas or ‘threshold concepts’ (study fewer things in greater depth) How can these be made:

Step 1: Build a Powerful Knowledge Curriculum

What are the mastery statements for your subject to ensure that students have deep and rich knowledge? Have you covered knowledge THAT and knowledge of HOW? What does excellence look like for each mastery statement? Have you differentiated between threshold concepts and progression concepts? Threshold concepts are the basics that you need every student to be fluent in: your subject’s equivalent of driving a car. Progression concepts are the concepts that extend students’ knowledge and technical proficiency in your subject. 100% of students should grasp the threshold concepts; if your progression concepts are sufficiently challenging only a small percentage should grasp them at the top end.

Step 2: Create Mastery Statements

• What does progression look like through the mastery statements?

• Are there threshold and progression mastery statements?

• Does your ‘Flight Path’ challenge students, allowing them to develop GCSE level understanding and proficiency?

• Does your ‘Flight Path’ allow students to develop higher-order skills such as extended abstract thinking?

• How do you ensure that progression is :

Step 3: Design a progression flight path aligned with ambitious outcomes

Step 4: Build in Extended Practice to Embed Learning What is the sequence for optimal instruction?

How are the following activities best ordered?

• Explaining and modelling

• Learning

• Practising

• Checking understanding

• Assessing

• Interleaving

• Recapping

• Retrieving

Have key ideas been covered at least 3 times?

“Instructional sequences have the capacity to make students smart or not…” Engelmann 1992

Step 4: Build in Extended Practice to Embed Learning What is the sequence for optimal instruction?

Mastery Learning

Build Enhanced Retrieval Practice into the curriculum

• Distributing practice: Extended, dedicated practice distributed over time

• Overlearning: Keep students learning after they know the material. Put in another 20% of the time it took to master the material

• Interleaving: Revisit, consolidate and interleave content

• Testing frequently: “The act of retrieval helps us remember the things we recall, and makes them more recallable in the future” (Bjork, 1975)

Understand

Practice/ Test

Space/ Interleave

Practice/ Test

Space/ Interleave

Practice/ Test

Step 5: Develop Embedded Mastery Tracking

Name Target Mastery Statement 1

Mastery Statement 2

Overview Progress

Estab Estab Estab Estab Ext 0 (Expected Progress)

• Break down the data for sharper analysis e.g. by question • Dive deep: use Tracker Dialogues to probe and discuss learning strengths and gaps. • Ensure that everyone involved has mastery of data analysis • What hypothesis is come to? • What impact will this have on teaching? • Build Tracker Dialogues into the school calendar “Effective 30 minute analysis meetings between leaders and teachers are the highest leverage time a leader can spend. Why? Because they can drive 80% of all instruction in those few minutes.” Bambrick Santoyo

Development •Complete review of curriculum across TBAP Networks •Working towards creation of specific TBAP frameworks which are suitable for AP learners •Quality Assurance of material produced by partner PRU (Tower Hamlets) •Setup of Pupil Asset system •Progression flightpaths designed (use both generic and bespoke)

Over to you... 1. Consider what you do at your provisions and how you measure impact?

2. Do you do things which you don’t measure? Why / why not? 3. Share with colleagues your best practice

•

•

•

•

•

•

•

“More than 60% of learners from AP go onto KS5, but fewer than 5% then proceed to university”*

* The DfE’s ‘Destinations of Key Stage 4 and Key Stage 5 students, 2011/12’

•

•

•

•

•

•

•

•

Objectives of the session: 1. To share TBAP’s current work on assessment without levels and the development of

our ‘Basket of Indicators’; including a clear rationale and change leadership model

1. To facilitate discussion of how other AP providers track progress across a range of

measures and share ideas and examples of best AP practice

TBAP Progress 5 This is a measure that allows us to recognise the progress of learners in all areas and measure the impact of all the work we do with learners, in and out of the classroom. We will continue to report attainment in our headline figures, but enable classroom teachers, specialist practitioners and leadership teams to show the journey of progress for each learner; as a narrative beyond the numerical recording. This will enable TBAP to evidence that Vision 2020 is having an impact. 1. Progress in subjects 2. Attendance and Punctuality 3. TBAP Behaviour Analysis Tool 4. Literacy and Numeracy Interventions 5. Therapy and Enrichment

The Teacher Workload Review – Impact on Change and key rationale for reform

MARKING – Meaningful, Manageable, Motivational

DATA – Am I clear of the purpose? Is this the most efficient process? Is the data valid?

http://schoolsweek.co.uk/wp-content/uploads/2016/03/Workload-Expert-Group-Reports-Principles-One-Page.pdf

Key Points from TBAP Working Party

Recognition of many types of assessment (curriculum, waved interventions ,therapy, enrichment, behaviour for learning) – all should lead to improve the quality of learning.

Tracking and recording data is no longer the focus – it is the quality of the assessment process in the classrooms. Descriptive profiles not numerical summaries are the preference. (Such as Developing, Meeting, Exceeding statements).

Focus on depth of learning and understanding within subjects. Progress within and across each area is the key.

Assessment training needs development and will form the basis of 2016/17 TBAP CPD Pathways.

Assessment should enrich, extend and enable learning. Baselining in each area will allow us to show the real impact of the journey of a TBAP learner from start to finish.

Year on year progression in each subject needs to be clear. Enables ‘gaps’ to be identified. The full journey needs to be looked at from start to end.

Conversations about children; not data. What can a child do? Not do? Need to do next? How can interventions make a difference?

Validity of assessment must be guaranteed through standardisation and Standards Files of Evidence per subject/year.

1. TBAP Progress 5 – Curriculum Strand

• 3 stepped approach to Mastery of a subject • I can statements for each step per subject

• Focuses on how to enable the learners to become master of the topics that they are studying.

•We are using Pupil Asset to deliver our assessment objectives

Non negotiables: •Accurate baseline testing •Agreed protocols for expected and accelerated progress •All conversations with learners are about learning NOT labels (eg mastery)

2. Attendance and Punctuality - the % increase from the entry baseline Where is a learner on entry? Where are they at each reporting period – as a % increase (or decrease) from the baseline and what has been done to get there or needs to be done to support progress? Communication on entry and Attendance certificates arte crucial.

3. Enrichment and Therapy Curriculum – the engagement of learners and the progress they make in these skills

Skill Set Beginner Intermediate Advanced

Team Work Students take part in set activity.

Students taking part in set activity and giving instructions to teammates in an attempt to co ordinate proceedings.

Students taking part in set activity and giving clear instructions to teammates. While supporting and trying to engage those who appear less motivated.

Careers

The student has a clear idea of which course they would like to do post 16 and completed a CV.

The student has a clear idea of which course they would like to do and have discussed it with staff and completed at least 1 post 16 application and CV

The student has a clear Idea of post 16 course which has been discussed with staff, post 16 applications completed with staff and independently and is aware of current attainment

Example of Enrichment progress

4. Waved Interventions – the % impact of reading and numeracy interventions and the measures of progress/rate of progress (expected and accelerated)

Name Form LSP

Test 1 Test 2 Progress Test 1 to Test 2

Dat

e o

f te

st

Ch

ron

olo

gica

l A

ge Y

Y:M

M

Rea

din

g A

ge

Dif

fere

nce

YY:

MM

Dat

e o

f te

st

Ch

ron

olo

gica

l A

ge Y

Y:M

M

Rea

din

g A

ge

Dif

fere

nce

YY:

MM

Ch

ange

in R

ead

ing

Age

mo

nth

s

Tim

e b

etw

een

tes

ts m

on

ths

Val

ue

Ad

ded

mo

nth

s m

ore

th

an e

xpec

ted

(i.e

. cl

ose

d t

he

gap

)

Rat

e o

f p

rogr

ess

com

par

ed t

o e

xpec

ted

(i.e

. b

elo

w 1

bad

, ab

ove

1 g

oo

d)

Exp

ecte

d p

rogr

ess?

2x E

xpec

ted

or

grea

ter?

x 14:10 10:10 -4:0 06/01/2016 15:04 12:00 -3:4 14 6 8 2.3 YES YES

x 11:11 09:04 -3:5 20/10/2015 12:11 12:05 0:6 37 12 25 3.1 YES YES

x 12:01 10:10 -2:9 15/10/2015 12:08 12:00 0:8 14 7 7 2.0 YES YES

x 11:05 09:01 -3:8 02/09/2015 12:01 12:00 0:1 35 8 27 4.4 YES YES

x 12:10 08:05 -5:7 02/09/2015 13:09 11:09 -2:0 40 11 29 3.6 YES YES

x 13:04 08:11 -5:7 20/10/2015 14:03 12:03 -2:0 40 11 29 3.6 YES YES

x 13:11 08:07 -6:8 05/10/2015 14:07 11:09 -2:10 38 8 30 4.7 YES YES

x 13:06 09:04 -5:10 05/10/2015 14:03 12:09 -1:6 41 9 32 4.6 YES YES

x 12:06 10:10 -2:4 16/10/2015 14:00 13:09 0:3 35 18 17 1.9 YES NO

x 14:05 10:00 -5:7 02/09/2015 15:01 13:06 -1:7 42 8 34 5.2 YES YES

x 12:02 08:07 -4:5 16/11/2015 14:03 13:09 0:6 62 25 37 2.5 YES YES

x 15:09 11:01 -5:4 25/12/2015 16:04 15:00 -1:4 47 7 40 6.7 YES YES

x 12:01 12:02 0:1 16/10/2015 15:05 15:04 0:1 38 40 -2 1.0 NO NO

x 13:07 11:09 -2:2 05/01/2016 14:02 13:09 0:5 24 7 17 3.4 YES YES

x 14:02 15:06 1:4 25/12/2015 14:08 15:00 0:4 -6 6 -12 -1.0 NO NO

x 14:06 11:01 -4:7 06/01/2016 15:05 12:09 -2:8 20 11 9 1.8 YES NO

x 13:10 13:08 -1:10 02/09/2015 15:08 15:00 0:8 16 22 -6 0.7 NO NO

x 12:02 09:06 -3:4 06/10/2015 13:05 11:05 -2:0 23 15 8 1.5 YES NO

x 18.28 2.9 83.3% 66.7%

5. Behaviour for Learning – the measuring of these aspects and profiling of learners

5. Behaviour for Learning – the measuring of these aspects and profiling of learners

The Journey of Organisational Change

http://www.kotterinternational.com/the-8-step-process-for-leading-change/

Others things we are having to consider… What does data reporting look like? Do we need to refocus lesson walks, observations and book scrutiny? How do we support learners and staff who do not evidence progress? How are line management meetings used to discuss progress? What is our vision about what happens in a learning experience?

Over to you... 1. Consider what you do at your provisions and how you measure impact?

2. Do you do things which you don’t measure? Why / why not? 3. Share with colleagues your best practice

4. What can we do as a sector to move this forward? How can we ensure

that everyone knows that we all evidence different types of progress in different ways?

Therapeutic Interventions

Measuring the impact of universal to 1:1 therapeutic provision in TBAP schools.

Jackie Lindeck – Leader of Therapeutic Services Angela Tempany – Executive Head: Eastern Region

Why have therapeutic interventions?

• 1 in 10 children aged 5 - 16 have diagnosable mental health problem

• In order to help their pupils succeed, schools have a role to play in supporting them to be resilient and mentally healthy.

Emotional well-being must be a larger part

of any learning, and by association, the

educational agenda…. Schools may be the

optimum sites for buffering the impact of

stress, building resilience and enhancing

individual capacities for learning. (Nagel 2009)

What is a therapeutic intervention?

Therapeutic interventions.

Interventions that address the emotional and social wellbeing of our learners

A range of interventions to encompass all levels of need

The Journey….

Specialist therapists on site in various TBAP Academies, but not all.

Specialist therapists are ‘independent’. Impact of therapies is not measured

Targeted support offered by a range of external providers: mentoring, drugs awareness, CSE. Impact not measured.

All primary and KS3 learners take part in weekly Enrichment activities. Impact not measured.

Drivers for change…

Therapeutic interventions is one of the key ‘over and above’ services offered in AP. We need to know it is working.

Therapeutic intervention is expensive. We need to know it is working.

Therapeutic interventions should be one measure in our basket of indicators. We turn around many lives; we need to show how it is working.

Wave 3

1:1

Wave 2 Targeted

Wave 1 Universal

Initial assessment

Individual targets

Waved Intervention

Initial assessment:

• Starting at Induction.

• PASS, Resiliency and SLCN screening.

• Identifying risk factors/barriers to learning.

• Learners made aware of the range of therapeutic support on offer.

Not at All A Little Somewhat Quite a bit A lot

1. I have people I look up to 1 2 3 4 5

2. Getting an education is important to me 1 2 3 4 5

3. My parent(s)/caregiver(s) know a lot about me 1 2 3 4 5

4. I try to finish what I start 1 2 3 4 5

5. I am able to solve problems without harming myself or

others (for example by using drugs and/or being violent 1 2 3 4 5

6. I know where to go in my community to get help 1 2 3 4 5

7. I feel I belong at my school 1 2 3 4 5

8. my family stands by me during difficult times 1 2 3 4 5

9. My friends stand by me during difficult times 1 2 3 4 5

10. I am treated fairly by my community 1 2 3 4 5

11. I have opportunities to develop skills that will be

useful later in life (like job skills and skills to care for

others)

1 2 3 4 5

12 I enjoy my community's traditions 1 2 3 4 5

Enrichment

Circle Time

Form Time

How is it delivered?

Differentiated and accessible to all learners

What is Universal provision?

Learning Guides

LSPs

Who delivers it?

Circle Time Intervention

Active listening

Participation and turn taking

Expressing opinions

Respecting others

Targeted Support

Gangs

Knife crime

CSE

Substance misuse

Tottenham Hotspur Football Club Multi sports session each week PRU Vs PRU matches Workshops (Drug + Crime + Gangs, Sexual Health, What is consent,

Anti Knife Crime) Mentoring + Career support + Trip assistance Volunteering Opportunities Access for your students to join our external projects such as Kicks,

Skills and the Duke of Edinburgh awards as well as a direct route into our year 12 college programme (Barnet & Southgate, Waltham Forest, St Thomas More or Epping)

Stadium visits + THFC gifts

What is therapy? Specially trained therapists

Tailored to Individual need eg SLCN or psychological support

Help young people to understand their thoughts, feelings and behaviours better in order for them to reach their full potential

1:1 or group

Course of treatment to address specific aims or goals; regular reviews

Only one intervention at a time

Therapy

Trigger

Agreed with learner & parent

Specific aims

Regular review

Outcome measure

Referral:

Staff to complete

Must be completed in consultation with the learner

Essential information to inform treatment

Consent and contract

Will go through Director of Access and Inclusion

Intervention

Consistency

At the same time every week

Outcome Measures

Confidentiality and Information sharing

Reports, Reviews and Endings

STATEMENTS

None of the time

Rarely Some of the time

Often

All of the

time

I’ve been feeling optimistic about the future

1

2

3

4

5

I’ve been feeling useful

1

2

3

4

5

I’ve been feeling relaxed

1

2

3

4

5

I’ve been dealing with problems well

1

2

3

4

5

I’ve been thinking clearly

1

2

3

4

5

I’ve been feeling close to other people

1

2

3

4

5

I’ve been able to make up my own mind about things

1

2

3

4

5

TBAP TSA Conference 2016 Theme: Progress, Assessment and Impact

TBAP Behaviour and Assessment Tool

Aims of the Session

1. To introduce the TBAP Behaviour Analysis Tool

2. To discuss how a similar model could be successful in your own schools, services & provisions

This is a measure that allows us to recognise the progress of learners in all areas

and measure the impact of all the work we do with learners, in and out of the

classroom. We will continue to report attainment in our headline figures, but

enable classroom teachers, specialist practitioners and leadership teams to show

the journey of progress for each learner; as a narrative beyond the numerical

recording. This will enable TBAP to evidence that Vision 2020 is having an impact.

1. Progress in subjects 2. Attendance and Punctuality 3. TBAP Behaviour Analysis Tool 4. Literacy and Numeracy Interventions 5. Therapy and Enrichment

Managed Interventions

Outcomes: A review of existing tools used in TBAP Academies including; •BfL tool used in Primary Sector; •Managing Behaviour Over Time tool - used in our Academies across subject areas;

•Learning Mentor Monitoring Workbook; and an action plan for further development and testing/implementation.

Development of the BAT Framework

•

•

•

•

Behaviour & Assessment Tool

1. Developed across 3 areas (Self, Others & Curriculum; consistent with BfL tool)

2. Individual dimensions taken from SIMS behaviours and assimilated into main areas – consistent with language of learner expectations familiar across all Academies

3. Front page cover developed to collect learner progress, targets, narrative.

4. New SIMS report set up for ease of collation and recording of data

Behaviour Analysis Tool (BAT)

Task 1 Things to consider

Discuss what the data tells you and determine what it can be used for Outcome: A clear list of it’s usefulness and functionality as a measuring tool

What do we need to do next

What’s missing What needs to be added How can we refine, make simpler