HeadSta tart Kent Resil ilience Toolkit
Defi finitio ions of f Resili lience • The experience of health under stress, and the dynamic processes that contribute to positive development, have come to be known as resilience (Masten 2001, Ungar 2005). • Resilience can be understood as the capacity of a child to deal effectively with stress and pressure, to cope with everyday challenges, to rebound from disappointment, mistake, trauma and adversity, to develop clear and realistic goals, to solve problems, to interact comfortably with others and to treat oneself and others with respect and dignity (Goldstein and Brooks 2005) • In a school context, resilience is key in terms of academic functioning (coping with failure on a challenging task) and emotional health and wellbeing (finding a way through adversity) (Banerjee, 2016). @HeadStartKent
The lin link betw tween pupil l healt lth and wellb llbeing and att ttainment Key points from the evidence 1. Pupils with better health and wellbeing are likely to achieve better academically. 2. Effective social and emotional competencies are associated with greater health and wellbeing, and better achievement. 3. The culture, ethos and environment of a school influences the health and wellbeing of pupils and their readiness to learn. 4. A positive association exists between academic attainment and physical activity levels of pupils. @HeadStartKent
Lin inks wit ith th the Ofs fsted in inspecti tion fr framework @HeadStartKent
Lin inks wit ith th the Ofs fsted in inspecti tion fr framework “A school’s commitment to pupil wellbeing, including a commitment to measuring their wellbeing, can be an important way of informing parents and local communities about how successful the school is .” “This has the potential to make a strong contribution to how schools are viewed by their local communities and by Ofsted as part of the inspection process.” @HeadStartKent
Promoting children and young people’s emotional health and wellb llbeing: A whole le sc school l and co colle llege approach (Public (P lic Hea ealt lth Engla land 2015) 1. Leadership and management support. 2. A school ethos and environment which promotes and supports mental health. 3. The embedding of emotional health and wellbeing within the school and college curriculum. 4. Students have a voice. 5. Staff are continually developed to support their own wellbeing as well as young people’s mental health. 6. Young people’s needs are identified and the impact of interventions are monitored. 7. Schools and colleges work with parents and carers. 8. Targeted support and specialist provisions are provided. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/414908/Final_EHWB_draft_20_03_15.pdf @HeadStartKent
Resil ilience Approach Remember: Domains Based Conversations Resilience Domains. See Gilligan (1997) and Daniel and Wassell (2002). @HeadStartKent
Key Poin ints What do we mean by ‘whole school’? • People - that means everybody: pupils, parents and all staff and volunteers from the Head teacher through to the caretaker and the cook! • Strategy and leadership, including governance, policy and senior leadership • Systems and structure, including information management, behaviour systems, support structures, etc. Why the whole schools approach? • The evidence tells us that previous initiatives and programmes for schools which have focused on things like increasing emotional wellbeing, or even some of the school resilience programmes, have not been as successful as they might have been when they were not implemented across the whole school community. @HeadStartKent
Understand resilience and what it would ----Evidence base look like in your school ----What works ----use data Identify who is at risk if you do not ‘step up’ your support ----prepare for targeted support Audit - How are we doing? Review What can we improve? Create baseline for Whole Monitor change measuring change school community School Do Plan Development Plan @HeadStartKent
Measurable Change th thro rough th the HeadSta tart Theory of f Change • Change in schools’ and professionals’ response to vulnerable young people (< exclusions) • Improved engagement in school (attendance) • Improved achievement (Attainment, progression & GCSEs) Improved employability • Socially significant improvement in mental well-being (WEMWBS) • Decrease in maladaptive / risky behaviours (Offending / Admissions) Reduction in the onset of diagnosable mental health disorders (SDQ) @HeadStartKent
Resil ilience Approach Remember: Domains Based Conversations Resilience Domains. See Gilligan (1997) and Daniel and Wassell (2002). @HeadStartKent
How do I I get going? • Get commitment from senior leadership team, and identify a leader for the programme • Open Frequently Asked Questions and read. • Get a Resilience team together, comprising of mix of staff team. • Let students know your schools commitment through assemblies. • Open work book and action plan. • Complete Chapter 1 and 2, using existing pupil data and activities and resources provided to inform and identify the assets of school and generate new ideas. (staff surveys, student and parent focus group) – This will help identify: • vulnerable students • get insight into what is going well and develop new ideas. • Produce an action plan as a result of findings. • Chapter 3 to be completed after 6 months and evaluate progress against criteria . • Keep your evidence; i.e summary of surveys. @HeadStartKent
Example les of f Actio tions • Ensure that vulnerable pupils have at least one supportive adult they can turn to in the school community • Help with the basics for those pupils who really need it • Provide multiple opportunities for children who find problem-solving difficult to practice that skill • Every time there’s a problem to solve, allow the pupil to solve it with your support, including giving them enough time to think and explain • Make sure your most vulnerable pupils have an activity they enjoy and help them to actually do this on a regular basis (talents and interests) • Create safe spaces for pupils who wish to retreat from ‘busy’ school life • Help pupils to map out a sense of future, developing hope and aspirations • Helping pupils to cope – teaching self soothing or management of feelings • Support to help others such as through volunteering or peer mentoring @HeadStartKent
Emerging A visitor to a school in this category would expect to see a community who has started to think about the resilience of its pupils and staff. In an emerging school, the resilience agenda may still be relatively new but has, nonetheless, a clear sense of direction, purpose and commitment from senior management. The school will have started to meet local needs and will have started to demonstrate a clear link with the goals and anticipated outcomes of becoming a HeadStart resilient school. Established School communities in this category will demonstrate a commitment to continuing improvement, going beyond the merely good. They will be self-critical, able to address weaknesses and build on strengths, with an understanding of self-evaluation and the ability to use it effectively in realising their goals. Advanced Provision in this category will represent the leading edge of practice, involving learners, staff, families and the wider community in goal setting, planning and developing the provision. Schools will have the conviction, confidence and expertise to train and to lead others and to become national centres of excellence, in line with other areas of resilience building practice. @HeadStartKent
Quali lity Mark rk 1 Within areas complete toolkit process 2 As a local community of practice, peer review action plans and processes during the first 3 months 3 After 6 months, review as a community of progress 4 Through peer reviews across the Groupings @HeadStartKent
Contact Info www.HeadStartKent.org.uk www.kelsi.org.uk/headstart @HeadStartKent HeadStart@kent.gov.uk @HeadStartKent
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