Download to read offline
2012 scsn matt blyton (no pics)
- 1. Schools with ServiceFamilies Strategy Matt Blyton, Education Development Adviser 0-19 Vulnerable and targeted learners matt.blyton@northyorks.gov.uk SCSN conference 27.11.12
- 2. So what’s Yorkshire like?
- 3. Aims of thesession • To share some of the implications for schools and Service children of ‘high mobility’ • To share the work of NYCC & its Quality & Schools with Service Families Improvement Service Strategy nyASSIST • To suggest some aspects of good practice to support Service children at times of transition
- 4. How many childrenfrom service families (DfE definition)? • January 2012 – 2893 pupils from 148 schools (~40% of our schools) (24 ‘new’ schools from 2011) Quality & Improvement • 6.7% of the pupil roll of these schools Service (from 0.1% to 94%) nyASSIST • About 3% of total school-age population (schools census)
- 5. Clarifying ‘PUPIL MOBILITY’ Mobility rate is: Pupils joining school + pupils leaving school 100 Quality & Improvement X Total school roll Service (Dobson DfES 1999) nyASSIST Mobility rate of 20% + is considered to be ‘high’ and 30% ‘very high’
- 6. So what arethe implications of pupil mobility? Student views – challenges of moving Quality & Improvement Service nyASSIST
- 7. The main implicationsof mobility 1. The impact of the transition cycle 2. The impact on health and behaviours 3. The impact on educational Quality & achievement & the ‘Annabelle Improvement Service effect’ nyASSIST 4. The impact on curriculum continuity and the transfer of records
- 8. CHAOS Anxiety Disengaging Status Less Re-engaging Preparation Observation Celebration Introduction Denial Vulnerability Settled Settled Commitment Commitment Status Status Intimacy Intimacy 1. The Transition Experience (handout)
- 9. DISENGAGEMENT • Pupils may begin to disengage up to 6 months before the move • Energy and emotion devoted to planning ahead • Pupils may be excluded by peers or Quality & Improvement may exclude themselves Service nyASSIST How well though do schools prepare a child to leave?
- 10. RE-ENGAGEMENT • May take up to 6 months to feel fully involved in the new location • Some pupils will feel a huge sense of loss • Some may experience culture shock • Parents will need time to adjust and settle Quality & Improvement as well as pupils Service nyASSIST How well though do schools prepare for a child’s arrival?
- 11. 2. Pupil healthand behaviours • ECM - Health Related Behaviour Questionnaire • Designed for young people to consider ‘Every Child Matters’ outcomes Quality & • 20+ years / >1000 schools / hundreds Improvement Service of thousands of school children nyASSIST • Exeter University’s Schools Health Education Unit - summer term 2012
- 12. • 9-11 yearolds and to 12-15 year olds surveyed • 8,400 secondary school students (600 service) & 6,500 primary school children (400 service) • Dependent on self-report and Quality & therefore subject to selection bias Improvement Service (e.g. children not in school on the nyASSIST day) • Many concerning findings for our Service pupils...again!
- 13. ECM-HRBQ – Year6 (handout) Significantly ALL 2010 2012 More likely to have had an service family service family accident last year More likely to have ever service family service family tried smoking Quality & More likely to worry about service family x Improvement going to secondary school Service nyASSIST More likely to worry very service family X often about their health More likely to have been x service family bullied at school
- 14. ECM-HRBQ – Year10 (handout) Significantly - SOME 2010 2012 More likely to have ever taken drugs / drank last week / ever service family service family tried smoking More likely to be sexually active service family service family Less likely to have high self service family service family esteem Less likely to report their intention to carry on in full time service family service family education after Year 11 Quality & More likely to have had an Improvement accident last year service family service family Service More likely to have been bullied nyASSIST at school in the last year service family x More likely to do 7+ hours x service family exercise / week More likely to be able to find x service family free condoms
- 15. 3. Educational achievement • “almost all schools with mobility above 15% have average GCSE scores below the national average” but noted that “it is difficult to isolate the effect of pupil mobility on attainment because if often occurs alongside other factors, such as Quality & disrupted family life”. Improvement Service HOC Report: 2006 nyASSIST • Cf: The DfE’s ‘The Educational Performance of Children of Service Personnel’ (July 201) • The ‘Annabelle effect’
- 16. 4. Curriculum continuityand the transfer of records Schools should: ‘Improve the system for the transfer of children and their records from one school to another, ensuring that: all records are cumulative; remain confidential; are of a consistently high Quality & standard; and arrive in a timely way at the Improvement receiving school and local authority’ Service nyASSIST ‘Children in Service families: The quality and impact of partnership provision for children in Service families’ (Ofsted 2011)
- 17. Two thirds (66%)parents agree or strongly agree that information from their child’s previous school was transferred efficiently, with an additional 25% answering ‘don’t know’. Quality & Improvement Service ‘We came to this area from Northern nyASSIST Ireland. Paperwork from that school was not passed on and the curriculum was very different.‘
- 18. NYCC’s Schools withService Families Strategy • 6th year • Working parties chaired by school leaders • Resources / guidance e.g. e-Record • Current priorities e.g. Quality & - action research on impact of school Improvement moves on educational progress Service nyASSIST - revising guidance for leaders and governors - responding to the HRBQ findings - ‘Starting school’ guidance
- 19. LA Information andsupport • Regular newsletter • Parental survey (June 2012) • Advice and Support requests for training Quality & • Annual Information Sharing Day – Fri Improvement 25th January 2013, Harrogate Service nyASSIST • Service Children in Schools and Settings VLE room • Student voice conference Oct 12th
- 20. Quality & Improvement Service nyASSIST
- 21. Pupil Voice conference– 12th Oct • Aim – to gather the views of Service pupils in a sample of North Yorkshire schools about how schools support and celebrate them, with a view to identifying and sharing good practice Quality & / making recommendations Improvement Service • Should schools treat Service Pupils nyASSIST any different to other pupils? • 62 students from 10 primaries / 6 secondaries
- 22. Good practice insupporting Service children at times of transition Some of the things the pupils tell us. ‘Service pupils don’t want to be treated completely differently, but they want to be understood. This extends to being Quality & understood by their civilian peers as well Improvement as by school staff. In response to the Service question Should schools treat Service nyASSIST Pupils any different to other pupils? the overwhelming majority said ‘Yes, but just a little bit!’
- 23. Her Majesty’s Schools(HMS) Heroes Her Majesty's Schools Heroes is a unique pupil voice group formed in the City of Plymouth for the support of Service children and young people. www.hmsheroes.co.uk
- 24. Top tips forschools 1. Get pupils’ (and parents’) views 2. Have a named point of contact 3. Systematic induction process to include focus on preparing for Quality & arrivals Improvement Service 4. Chase records relentlessly nyASSIST 5. Systematic departures system to include preparing the child and next school
- 25. 6. Train allon the transition cycle 7. Create opportunities for pupils to talk about their experiences of moving 8. Look out for warning signs such as separation anxiety Quality & 9. Provide tailored support for Improvement Service Service pupils (e.g. HMS Heroes nyASSIST club) 10. Emphasise the positives of moving s
- 26. Wavell Community InfantSchool Welcome Song We’ve got a new friend in our school, We’ve got a brand new friend in our school, We’ve got a new friend in our school, We’d like to welcome you to Wavell. We’d like to welcome (name) to our school. We’d like to welcome (name) to our school. We’d like to welcome (name) to our school. We’d like to welcome you to Wavell. Sung to the tune of “He’s got the whole world in his hands” Words by Wendy Bisicker
- 27. Wavell Community InfantSchool Leaver’s Song Now its time for you to leave, We hope that you’ve had fun. It is to (Cyprus, Germany etc.) you must go, You are the lucky one! Please keep safe and do take care Let us know when you get there. We’ll miss you lots, good times we’ve shared Goodbye to you our friend. Sung to the tune of “Thankyou for our friends” Words by Wendy Bisicker
- 28. We need topick up the baton with these pupils, and then run our hardest before passing it on to the next school. Quality & Improvement Service nyASSIST
Editor's Notes
- #2 Introduction & my background Refer to handouts – happy to send the slides to anyone if they want them (email me)
- #3 Yorkshire Airlines clip & explanation (2 mins) – hyperlink...but Leeds is in South Yorkshire! NY context Sparsely populated - 2 National Parks The largest number of small primaries: 51 with <40 pupils & 134 <80 pupils Around 20% of the population live in the two major urban areas – Harrogate and Scarborough. Catterick Garrison increasing rapidly Majority of the remaining population live in the 28 small market towns or small villages & hamlets 12 military bases (and 2 in York)
- #5 Discuss the likely under-representation due to the still narron definition of a SP
- #7 Explain October conference and play conference clips (2 mins): Negatives – 1’ 26” – 3’ 26”
- #8 Run through and say I will take each in turn briefly. NB – Don’t Google the Annabelle Effect as you won’t find it!
- #9 Brief reference – explain (on mouse clicks) that I want to focus on two of these
- #10 2 nd click – my views on preparing a child for leaving
- #11 2 nd click – my views on preparing a child for leaving
- #12 2010 Service pupils could be identified amongst different social identity groups I have copies of the three surveys for those interested
- #13 Predominantly (Years 5-6) & (Years 8 & 10) self-reported and it does depend on which children are in school when you do it, but a pretty big sample and does give us some idea. Also of course, depends what the comparators are. Service children compared with ‘all North Yorkshire’ might give a different answer from comparison with ‘all inner city Bradford’ etc.
- #14 But give an overview on the ‘gap closing’
- #15 But most results have improved since 2010 Health warning over number of Service pupils
- #16 The Annabelle effect… - the danger of assumptions living up to low expectations hiding one’s talents the dangers of assessing too early
- #17 Reference David Walker’s work – will not go into details here...but give my views of attainment v progress
- #19 Share some of the resources – leadership guidance / Care, Guidance & Support booklet / parents’ leaflets Refer to the eRecord in packs 2 nd click – briefly talk through current work-stream examples
- #20 2 clicks – will say a little more about the last two
- #21 Make offer for schools to ‘buy into this – email me if interested (address on the cover of the handouts)
- #23 Video clip from 3’ 24” (3 minutes) Talk through key findings related to the conference.
- #24 Created their own name and logo. Drawn by a 10yr old. Now have T shirts and on our standard.
- #25 Induction: Tour with parents and pupils Meet parents and pupils on first day ‘ Buddy’ system in new class Brief details on arrivals board Welcome in assembly Settling in chat after first week Parent/teacher interview after three weeks All these aid sense of ‘belonging’ Set up the eRecord Departures Establish an E-mail link with a pupil in the new school Keep accurate records of progress and current targets Help resolve any conflicts with other pupils Plan farewell rituals Affirm relationships and achievements Think positively about the future
- #26 While talking to the pupil, I try to keep the emphasis on the positive side of moving, however it is prudent to listen carefully for other aspects of the move that may be concerning the pupil, and feed that back to the CT and teachers where possible. Hyperlink – video of positives (1 min from 00:26)