Personalising Learning at de Ferrers -Deep Support

1. Personalising Learning at de Ferrers -Deep Support • Structure • Consultation Days • Inclusion • DSFS/SKSL? – what? • AOTT? – who?

2. Key Stage 3 Structure

3. de FERRERS SPECIALIST TECHNOLOGY COLLEGE Looking at Consultation with Parents and Students

4. Previous organisation Did the end result justify the preparation? • Eight evenings was equivalent to 24 hours of teacher and parent time. • Impaired teaching performance and low morale followed two consecutive evenings. • Attendance fell from Y7 to Y11 and teachers often did not see the parents that they needed to see. • Parents found the events stressful/not welcoming • Parents often heard the same story several times. Without privacy/confidentiality/comfort. • Consultation with parents and students together was rare.

5. Wish List For Consultation • ALL parents attend, are PLEASED to attend and feel positive about the process. • Time is used well. • Discussions are purposeful and involve equal input from teachers, parents and students. • Parents and students leave the meetings well informed and ‘sharing’ with us responsibility for target setting and personalising learning.

6. ‘Picture this’ 1. A day in January? 7.45am to 6.45pm • Parents receive a BIR before the day • No teaching but both campuses open to parents • 15 minute interviews for all students

7. Benefits for Parents Updates for all students on one day Privacy and confidentiality assured A user friendly environment Increased opportunity for ‘working relationship’ with Tutor over time Opportunity to view the college in a leisurely and relaxed way

8. Benefits for Tutors • Tutor is now the MENTOR • discussion can focus on previously received information • discussion will include STUDENT input from eILP reviews

9. Benefits for Students A chance to self review An equivalent appointment will be given to all students even if parents are not available Opportunity to agree realistic targets Dialogue between parents and Tutor at first hand

10. Consultation Day Grades Key Stages 3 and 4 KS3:Current Working Level KS4:Forecast GCSE Effort and Attitude Assessed Work Curricular Targets

13. EXAMPLES OF GENERIC TARGETS FOR CONSULTATION DAY 2009 A To improve listening skills during the teacher’s instructions/explanations and when other students are responding orally B To improve concentration during lessons C To eliminate behaviour that disrupts learning for the student and others D To develop good social skills when working with staff and other students

14. Attendance Year 11/Year10200320062009 student attendance 91% 90% 91% parent attendance 88% 89% 90% Parent Evenings 60% - - Year 7/8/9200320062009 student attendance 96% 91% 95% parent attendance 95% 90% 94% Parent Evenings 80% - - Overall attendance 93% 91% 93%

15. Wonderful, well done ! Thank you ‘A very good time of year to set targets – New Year Resolutions etc!’ ‘I think that teachers at de Ferrers do a wonderfully difficult job’ Consultation Day times completely unworkable for two parents that work

16. Inclusion Centres A resource which provides students with the flexibility to meet their changing needs and the support to ensure they maintain progress both academically and socially.

17. Dove Campus Inclusion Centre • The adaptability of set up within the centre affords flexibility according to student need. • Students have access to wireless laptops, along with all other relevant resources. • The informal seating area and water fountain gives the opportunity for ‘time out’ work.

19. Work in Progress

20. Student Needs • We accommodate students who cannot access the classroom and modify their timetable accordingly. • Students can access the centre from 8am until 4.30pm daily.

21. Modified timetable support for: Subjects (notably KS4) Long term illness and students with limited mobility Students with behavioural problems Students experiencing difficulty in attending College Reintegration programme for excluded students Suspended timetable for students at risk of exclusion Extended Work Placements in KS4. Industrial link with a modified timetable. KS4 Burton College I day per week. Students tracked and monitored by YW School Engagement Programme. KS4 students. Tracked and monitored by JYP. LAC/CHIC support, link staff YW Access to RELATE counselling. Referral through JYP. Initially KS3 only. Conflict Resolution work Links to other stakeholders. Inclusion – We offer

22. The Route to the Inclusion Centres • Curriculum area strategies implemented in line with the Behaviour for learning policy. • Escalating concerns A&G involvement. • A&G strategies are implemented including monitoring report, parental contact/interview etc • Referral to the Inclusion team by MPO/PW, in discussion with DSFS. Consideration given to necessity of PSP. • Initial interview with the student. • Inclusion Centre Progress Review (starting point for the team) PSP drawn up with parents and student if appropriate. • Student may be placed on Inclusion report. • Inclusion Centre intervention strategies may include; Suspended timetable Modified day Classroom observations Individual behaviour programmes Conflict resolution • Students who are experiencing difficulty with attending college for whatever reason over a significant period of time, are referred through the A&G team and appropriate strategies and links with external agencies are made. • Students who fail to respond to an initial warning made by a member of the Senior Management Team regarding unacceptable behaviour, will be removed from the classroom and referred to the Inclusion Centre.

23. Student Reintegration • Targets discussed and agreed on PSP prior to reintegration to normal timetable. • Student returns to lesson on Inclusion report • Student reports to the Inclusion Centre at 3.30pm daily. This may also be at break and lunchtime on agreement. • Home/College link. Parents to see the report on a daily/weekly basis. • Major incidents/concerns, telephone contact with parents on that day. • Staff informed on the VLE and in briefings as to which students are on report. • Inclusion Centre notice board in each staffroom. • Targets revised weekly and modified as necessary. • “Weaning process” Daily report Weekly report Drop in observations Progress review Integration complete.

24. Personalising Student Learning. Key Stage 4. Modified timetable. 6 students. Suspended timetable 6 students. Extended work placement/Training. 2 students. Burton College placement. 55 students. Coors Engineering. 4 students. There are 11 looked after children within the college, all are tracked and monitored by the Inclusion Team. Key Stage 3. PSP and Modified timetable 4 students. Timetable modification due to illness/injury across KS 3/4 changes daily!

25. Alternative Provision • Activ8 – linked to NEET, 6 students with extended work placements • Automotive Project, (The man with the Van) - 6 students funded by the DIP aimed at disaffected/at risk of exclusion • Fire-fighters course – again DIP funded for 4 year 8 students- Behaviour/social/emotional issues

26. Alternative Provision • School Engagement Programme- 12 year 10 students –vocational provision off site linked to the COPE award. • Midland Youth Development Services (Western Spirit) 12 year 10 students – again DIP funded to Look at behaviour management • Football Coaching Award – 3 year 11 students 1 day a week

27. DSFS and SKSL • Meet each half term • Discuss common concerns and levels of attainment • Analyse performance across all curriculum areas • Agree priorities for action for each area and year group

28. Example from January 2009 • Year 7: • To ensure Competency Curriculum is embedded in T & L across all curriculum areas. This was discussed at DSFS/SKSL Meeting and will be a regular agenda item. • To look at a transition programme for the Induction groups through June and July to better prepare the students for Year 8. • To consider the Year 7 Theme Days and look at how the Competency Curriculum could be used. Suggestion of 3 Day x 6 Workshop based learning schemes around a given theme. • To track and monitor the Condensed groups now that they have been identified. • Literacy levels continue to be an issue and have now been noticed in Maths.

29. ADULTS OTHER THAN TEACHERSKey Stage 3 • 2 full time achievement and guidance staff to coordinate across 3 year groups • Full time Inclusion support worker that works in both KS3 and KS4 inclusion centres – coordinates Burton College link for 50 students • Assistant Director of Inclusive Learning to coordinate transition for students with additional needs from Year 5 onwards • Trained ‘read–write inc’ staff to develop literacy and reading skills for students – for example learning centre staff and reception staff.