Seminar 3: Evidence Based Approaches @HeadStartKent - PowerPoint PPT Presentation

HeadStart Kent Seminar 3: Evidence Based Approaches @HeadStartKent #headstartmatters #bounceback

Plan for the Seminar • An opportunity for the various projects from HeadStart to talk about their work and progress. • An activity building on the previous 2 seminars around mapping where the projects fit on the domains and letting people identify the gaps. • Reading materials sent to participants prior to the seminar on ecological systemic approaches to understanding and developing resilience to guide discussions @HeadStartKent #headstartmatters #bounceback

Plan for the Session  9.30 to 9.35 Introduction – Alex Hassett  9.35 to 10.50 Project Presentations  10.50 to 11.10 tea and coffee  11.10 to 12.10 Activity – Mapping the domains activity building on the previous 2 seminars around mapping where the current projects fit on the domains  12.10 to 12.30 Key messages for HeadStart Board @HeadStartKent #headstartmatters #bounceback

Key Messages in Defining Resilience • Resilience is not a trait but an interaction between risk and protective factors • We need to ensure we take an ecological and developmental view of resilience • It is useful to focus on resilience in terms of the areas or ‘domains’ of a person’s life that can be changed. • Negotiation and navigation • We need to consider what resources are available and how accessible are they @HeadStartKent #headstartmatters #bounceback

Key themes to consider when thinking about an outcomes framework for resilience work in Kent:  There is a need for a county-wide holistic approach that takes a long term view on how resilience is measured  Need to ensure that we think about measurement at a county level (what does this tell us about Kent’s progress in terms of improving resilience in young people), a service level (how does the service know it’s contribution to the overall picture is effective) and an individual level (how do we ensure that outcomes are meaningful for the work with individual young people).  Domains could be used as an assessment tool, for measuring outcomes and informing practice.  An evidence matrix / outcomes framework is key to measuring resilience in its varying forms across services. @HeadStartKent #headstartmatters #bounceback

Broader Strategic Issues for HeadStart Project  The following are the long term issues that need to be addressed:  Developing an overarching framework of resilience that the range of agencies can sign up to  Encouraging a long term interdependency between individuals, services, agencies on providing an holistic approach to young people  Providing a coherent system for evidence based evaluation ensuring that each element of the system is clear on how they evidence outcomes and impact @HeadStartKent #headstartmatters #bounceback

Activity @HeadStartKent #headstartmatters #bounceback

Presentations  Alex Holmes and Heather Skelton – Thanet Restorative Approaches HolmesA@hartsdown.kent.sch.uk , Heather.Skelton@projectsalus.co.uk  Lauraine Griffiths – North West Kent Lauraine.Griffiths@kent.gov.uk  Lucy Bailey – Canterbury Penn State Resilience Programme Lucy.Bailey@hertfordshire.gov.uk  Ellie Ransley – Digital world / social marketing / and co- production Elena.Ransley-Hoare@kent.gov.uk  Sally Williamson – Resilience Mentors sally.williamson@salusgroup.org.uk @HeadStartKent #headstartmatters #bounceback

HeadStart Thanet @HeadStartKent #headstartmatters #bounceback

Why? 'Stress pushing teachers to leave profession,' figures show. The Telegraph Pupils do as teachers do, not as they say, research finds. TES Heads warn of 'exodus' as schools struggle to fill teaching posts. TES Youth mental health referrals double in four years BBC Character is the key to poorer children securing top jobs, says study. The Independent Resilient pupils perform better in GCSE examinations. British Psychological Society

Overview Thanet is leading a restorative partnership, building resilience in the community with focus on primary and secondary schools, by implementing a common language and approach to managing life's challenges through restorative practice and a curriculum for success. Project Success Curriculum Restorative Approaches Staff Resilience Training for Staff Restorative Approaches Peer to Peer

Aims  Reduction in fixed term exclusions  Increased school attendance  Promotion of a self regulatory school community  Increased emotional resilience  Increased learning resilience  Improved ‘ Secondary Ready ’ transition  Promotion of positive relationships

Success Curriculum • Delivered to whole year groups • Primary and secondary settings How effective is the curriculum in building resilience?  Measures to be used  Co-production  Curriculum re-design and update

Measuring Impact: Resilience Questionnaire KCC Resilience questionnaire based on Sterling well-being tool Student uses the tool before lessons Student uses the tool again after each section Or Student uses the tool only at the end Has resilience increased? Mean? Accuracy?

Measuring Impact: Case Studies Random selection of young people - Attendance data - Attitude to learning data Term - Attainment data Comparison - Behaviour and achievement - Students own reflection of their resilience - Teacher/s own reflection of the young persons resilience - parent/carer own reflection of their son/daughters resilience

Student Evaluation: Secondary only Strengths  User friendly  Tasks are varied  Language is understandable  Format and presentation is engaging  I'm learning about myself and aspirations Areas to develop o Reduction in work booklet size o More pictures o More physical activities and team learning o More case study examples

Teacher Evaluation: Secondary only Strengths  User friendly  Ease of delivery  Format and presentation is engaging  Students are generally engaged Areas to develop o Consistency in how to deliver o On-line model o Marking spaces and reflection boxes

What next?  Evaluate the Primary use of the resource  The curriculum to be available as a resource for all elective home educated children  Develop the curriculum in line with co-production

Resilience Training for Staff  To develop an awareness of those factors that enhance and drain personal and organisational energy  To take responsibility for managing your personal energy and re-energising yourself  To learn how to lead others to energise themselves and develop their energy, building whole staff engagement and boosting and sustaining outstanding school performance for the long term  Engaging staff and students and building resilience during these challenging and changing times  Needing to deliver more with less and successfully managing the pressure this brings

A Model Approach Level 1 Introducing Resilient Leadership to senior school leaders, sharing the 7Ps and creating the platform to deliver a high performance and resilient culture across the whole school. Level 2 Developing an inclusive school strategy and plan to ensure middle leaders, teachers, support staff, students and parents are engaged in the process and that positive behaviours and actions are encouraged and supported. Level 3 Training for teachers and support staff to enable them to role model the required resilient behaviours and adopt practices within lessons that builds this within their students. Level 4 Supporting students to adopt the qualities, behaviours and skills they will need for work and life. This will include introducing our Successful Lives lessons and resources into the school and training specific teachers to use them within your curriculum. Level 5 Engaging the wider school community, with a particular focus on parents. This will include resources you can share with them and training school staff to deliver seminars, talks and twilight and evenings sessions on the

7 P’s

What next?  Trial the resilience training for staff and review  Develop a model that links all the resilience work together for maximum effect

What is a Headstart Restorative Approach?  Restorative Conferencing  Sanction and repair embedded in policy and practice  Restorative reintegration Meetings  Peer restorative mentoring  Success curriculum building resilience  Building resilience in KS3 Transition

Restorative Approach Peer Training (RAPT)  Young people trained as Restorative Practitioners  Peer to peer conflict resolution (self-regulating community)  Student representation in formal restorative conferences  Activities, assemblies and lessons delivered on resilience focusing on building healthy strong relationships

Thanet Headstart provides an underpinning ethos and philosophy for making, maintaining and repairing relationships, building resilience and fostering a sense of social responsibility and shared accountability. Headtstart Thanet: Alex Holmes holmesa@hartsdown.co.uk Robert Watts wattsr@hartsdown.co.uk Andy Somers For restorative approaches For resilient mentors somersa@hartsdown.co.uk please contact; please contact; Emily.Upfield@projectsal us.co.uk For restorative ambassadors please contact; For success curriculum Heather.Skelton@projectsal please contact; us.co.uk mark@successfullives.co. uk