19/03/2018 Looking After Learners A Conference for Carers Friday 23 March 2018 Looking After Learners: A Conference for Carers Welcome Sue Lowndes, Head of Fostering and Adoption Felicity Evans, Virtual School Head Attachment at School Sir John Timpson, CBE 1
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19/03/2018 GOOD LUCK Your Library Service Margaret Street Early Years Librarian www.hertfordshire.gov.uk "Reading for pleasure has a dramatic impact on life outcomes" 24
19/03/2018 Books change lives “Reading for pleasure improves wellbeing and builds empathy. We know that reading for pleasure has a dramatic impact on life outcomes - and this is as much about confidence and wellbeing as it is about educational achievements. Quite simply, children who read for pleasure are happier, healthier and do better in life than those who don't. Diana Gerald, CEO of Book Trust Young People’s Services • Baby Rhyme Times • Toddler tales & Story Times • Chatterbooks • Summer Reading Challenge • Coding Clubs • Books for all ages/abilities Bookstart packs for babies and nursery children 25
19/03/2018 Reading Hack volunteering Books and Reading: • Reading for pleasure – at any age and ability • Reading for good mental health • Caring for children collection • Shelf Help • Books on Prescription Our technology • Public PCs • Free Wi-Fi • Library App • e-Library • Online information library 26
19/03/2018 BorrowBox - 24 hour elibrary • 10,000 eBooks • 2500 eAudiobooks • 24 hours access • No overdue charges • Titles for all ages • Free BorrowBox app for Hertfordshire Libraries • Need to be library member Join Us • Membership is free • Borrow up to 30 items • One hour a day free computer access • e-Library and online services • Books galore! Thank You www.hertfordshire.gov.uk 27
19/03/2018 Coffee and Stalls 11:20am – 11:40am Please browse our information stands: Virtual School Children in Care Council Hertfordshire Library Services Hertfordshire Music Service Employment Excellence Programme East Herts FASD Support Network Emotional Barriers to Learning Dawn Dear North Herts Education Support Centre Looking After Learners: Supporting pupils to be successful learners Dawn Dear 28
19/03/2018 Supporting children to be successful learners September 1977 - St Mary’s College, University of London June 1980 - 2:2 BSc Biology and Psychology with Chemistry June 1981 - Post Graduate Certificate in Education January 1983 - East Ham School for Girls (Science, Maths and Technology, to Years 7 to 12, for 5 years) 1987 and 1988 I had my two children April 1989 –St Antony’s RC Infant School (Reception class for 1 term and Year 2 for 5 years) September 1995 began short-term supply contracts in North Herts primary schools June 1998 was appointed to a newly developed post of Primary Outreach Teacher at the North Herts Education Support Centre (NHESC),based in Letchworth The North Herts Primary Support Service was formed from the NHESC Primary Outreach team and the Primary Support Base team Outreach at the North Herts Education Support Centre All children should be treated as we would want our own children to be treated: with respect and firmly upheld, yet fair, boundaries that supports them to feel safe and secure. Outreach at the North Herts Education Support Centre SEBD: SEMH: Social Social Emotional Emotional Behavioural Mental Difficulties Health 29
19/03/2018 Starting Points: a method of observing a referred pupil pupils either behaved impeccably or were really challenging for the adults in the room! it was interesting, and useful for the feedback, to observe the referred pupil’s interactions with other pupils in the class because fairly regularly at least one other pupil behaved in such a way that the observed pupil was simply reacting to: an unkindness at best or an intentionally cruel/deliberately aggravating interaction at worst Starting Points: Initial Data Sheet What do we need to know about why the referral had been made? When did the Pupil’s behaviour trigger the need for a referral for external support? What strategies have previously been successfulor failed? Do the parent/carers express similar concerns about their child’s behaviour? Additional background on Medical / Family / Educationalhistory School staff and parent/carers’ opinions as to what are the two most pressing areas of need for the support to cover Starting Points: Individualised Programme of Support Agreed Outreach Programme (AOP) Two Aims of Intervention Schemes of Work: Social Skills Self-Esteem Emotional Literacy Anger Management Transition Solution Focused Brief Therapy Appropriate Behaviour Integration and Reintegration Following Rules Working with Changes 30
19/03/2018 Starting Points: Individualised Programme of Support Agreed Outreach Programme (AOP) Two Aims of Intervention Schemes of Work: Social Skills Self-Esteem Emotional Literacy Appropriate Behaviour Managing Changes Starting Points: Planning for Support Sessions Logs of Contact Date of Session (DD/MM/YY) Intended Outcomes of the session (2+) Resources needed for session Intended session content/focus (including timings) Notes – completed post session including ideas for next session Starting Points: Termly Reviews In the final session of the term the supported pupil was asked how they felt they were getting on At an end of term review meeting which Parent/Carers were invited to Everyone was asked for their view on progress against the Aims Following the review a decision was made whether: the support needed to continue for another term with a new AOP or the support aims had been met, so we could move to tracking (now called monitoring) the pupil for three terms to ensure continuing success in school 31
19/03/2018 Being Successful in School: A Pupil’s View “So all I have to do in school is do as the adults ask, do my best, not fight and I won’t get in trouble any more” Being Successful in School: Why doesn’t it always work? Sometimes, no matter – how many ‘strategies’ I taught them – how often I helped them practice the ‘right’ responses to use in difficult situations within school Some children continued to struggle to successfully manage school life … so I needed to try to find out “Why?” Being Successful in School: Why doesn’t it always work? Self ≠ Behaviour I like you but I do not always like how you behave 32
19/03/2018 Being Successful in School: Why doesn’t it always work? Shared Understanding! “What do you think adults mean by good behaviour and bad behaviour ?” “I get a bike” or “I don’t get a bike” BEHAVIOUR IS EVERYTHING WE DO AND SAY!! Being Successful in School: Why doesn’t it always work? ‘Good Behaviour’ = APPROPRIATE behaviour Doing or saying the RIGHT thing at the RIGHT time ‘Bad Behaviour’ = INAPPROPRIATE behaviour Doing or saying the WRONG thing Doing or saying SOMETHING at the WRONG time Being Successful in School: Why doesn’t it always work? Who decides what is appropriate when? Who ensures that a child is truly aware of what behaviour will get them ‘in trouble’ in school? How is this successfully conveyed to them? And why do some children keep repeating these mistakes? 33
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