Alternative Provision Is Full Of Traumatised Children – A New Practice Is Needed

Taking into account past experiences and focusing on young people as individuals can have a comparable effect to having trained therapists on staff. Sarah Gillette’s trust is taking a trauma informed approach to supporting students’ social and emotional wellbeing.

primary aged children playing — Less trauma for children

Contextualising trauma

To discuss trauma in this context is to discuss the creation of an environment where children feel safe at school, where their experiences are taken into account, and where they know that they will be supported, understood and heard.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43809"
  ["title"]=>
  string(35) "Caught in the Youth Justice System!"
  ["categories"]=>
  array(6) {
    [0]=>
    string(38) "Emotional and Behavioural Difficulties"
    [1]=>
    string(6) "Family"
    [2]=>
    string(9) "Inclusion"
    [3]=>
    string(10) "Resilience"
    [4]=>
    string(13) "Special Needs"
    [5]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/ecj62-youthjusticesystem/"
  ["post_date_timestamp"]=>
  int(1508148794)
  ["objectID"]=>
  string(12) "post-43809-1"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(138) "Marius Frank looks at the findings on securing better outcomes for SEND children involved with the Youth Justice System."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(377) "... with many of these young people struggling to gain quick access to mainstream education (a powerful protective factor to entering the youth justice system)Inadequate “alternative provision”, both within mainstream settings and in PRUs/APs (part-time timetables resulting in some young people becoming vulnerable to criminalisation; no basic skills ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(35) "Caught in the Youth Justice System!"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Marius Frank"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(138) "Marius Frank looks at the findings on securing better outcomes for SEND children involved with the Youth Justice System."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(4) "send"
        [1]=>
        string(8) "children"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(1865) "networksf. Delegates attending the workshops felt strongly that an increased strategic responsibility and corporate accountability for CYP entering, within and leaving the youth justice system would support securing better outcomes for a group of young people with significant complex needs (where, in the majority of cases, SEN conflates with structural socio-economic disadvantage and health and well-being issues). Other ConsiderationsDelegates at the national series of workshops, in every area of the country, expressed in a variety of different ways what they are describing as a worrying and disturbing “flooding of the tributaries” leading to the youth justice system.A number of contributing factors were described:Rising rates of permanent exclusion from schools and academies, at Key Stage 2 as well as Key Stage 3, with many of these young people struggling to gain quick access to mainstream education (a powerful protective factor to entering the youth justice system)Inadequate “alternative provision”, both within mainstream settings and in PRUs/APs (part-time timetables resulting in some young people becoming vulnerable to criminalisation; no basic skills (literacy and numeracy, life skills) provision that in many cases would meet the most significant educational needs of these CYPs; illegal exclusion practice, etc.)Coerced home education appears to be used more significantly, as the “only option” to families with CYP close to permanent exclusion. Many of these parents and families are hard pressed themselves, and in no way equipped to “home educate”.It is saddening to note that this situation is affirmed in the voice of young people with special education needs who are in the youth justice system.Marius Frank, former head teacher and  Director of Materials at Achievement for All."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(11) "alternative"
        [1]=>
        string(9) "provision"
      }
    }
    ["categories"]=>
    array(6) {
      [0]=>
      array(4) {
        ["value"]=>
        string(47) "Emotional and Behavioural Difficulties"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "emotional"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(6) "Family"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(10) "Resilience"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(4) {
        ["value"]=>
        string(18) "Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(9) "wellbeing"
          [1]=>
          string(9) "wellbeing"
        }
      }
    }
    ["tags"]=>
    array(8) {
      [0]=>
      array(3) {
        ["value"]=>
        string(3) "DfE"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(8) "EHC Plan"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(19) "parental engagement"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(23) "School support services"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(3) "SEN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(4) {
        ["value"]=>
        string(13) "SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(4) "send"
        }
      }
      [6]=>
      array(4) {
        ["value"]=>
        string(28) "social disadvantage"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(6) "social"
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(21) "Youth Offending Teams"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Emotional and Behavioural Difficulties

Caught in the Youth Justice System!

16 Oct 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#44518"
  ["title"]=>
  string(43) "Developing Resilience with Emotion Coaching"
  ["categories"]=>
  array(7) {
    [0]=>
    string(9) "Behaviour"
    [1]=>
    string(20) "Behaviour Management"
    [2]=>
    string(19) "Conflict Resolution"
    [3]=>
    string(38) "Emotional and Behavioural Difficulties"
    [4]=>
    string(13) "Mental Health"
    [5]=>
    string(13) "Special Needs"
    [6]=>
    string(9) "Wellbeing"
  }
  ["url"]=>
  string(51) "https://www.teachingtimes.com/developingresilience/"
  ["post_date_timestamp"]=>
  int(1543936868)
  ["objectID"]=>
  string(12) "post-44518-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(289) "Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(418) "... families reported improved family life42 Further evidence from another pilot scheme in Somerset43 also implemented Emotion Coaching as a key strategy to increase understanding of emotional health and wellbeing, enhance skills in supporting children and young people’s emotional health and wellbeing, facilitate the referral process for children and young ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(43) "Developing Resilience with Emotion Coaching"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Janet Rose"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(14) "Louise Gilbert"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(289) "Helping children understand and reframe difficult emotions can go a long way to building resilience and countering unwanted behaviours. Janet Rose and Louise Gilbert share a powerful technique for helping both young people and adults improve their emotional intelligence."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(2) {
        [0]=>
        string(9) "emotional"
        [1]=>
        string(8) "children"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5778) "role of senior management commitment and setting culture to sustain Emotion Coaching integration.8 Emotion Coaching, the voices of practitioner and model of engagement (Gilbert, 2018)Developing the research evidence-base for Emotion Coaching Although still nascent, Emotional Coaching in educational settings is proliferating and a number of further studies have yielded similar results to the first pilot study in England. The Attachment Aware Schools (AAS) project aimed to promote vulnerable pupils’ emotional, social and academic wellbeing with Emotion Coaching utilised as a whole-school strategy. Two of the AAS pilot projects, commissioned by two local authority virtual schools in 2014, noted improvements in pupils’ academic achievement scores, significant decrease in exclusions and significant reduction in challenging behaviours. Practitioners also noted increased confidence in dealing with challenging behaviour, which impacted positively on professional practice and self-regulation.39 Case studies also identified that practitioner-modelling encouraged parents to use Emotion Coaching at home, and the shared practice reinforced a consistent, supportive, approach for the child. The use of Emotion Coaching could be described as ‘a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people’.40 Another small pilot study in an independent SEMH specialist provision primary day school, arose from a dissatisfaction with the traditional behavioural-based approaches to support pupil progress: for example, using rewards, choice and natural consequences. The staff believed that this approach did fully support the emotional difficulties experienced by the pupils. After attending an Attachment and Trauma training course, the SLT introduced an attachment-informed relational approach, using Emotion Coaching as the basis for all communication and teaching about emotions to support the development of their pupils’ behaviour and learning. 41All pupils had statements of special educational needs or an education, health and care plan and 25 per cent of the children were from disadvantaged backgrounds. All school staff were trained in Emotion Coaching via in-house training delivered by the SLT. This included SLT modelling Emotion Coaching, providing Emotion Coaching ‘scripts’ for staff to use if needed, positively noticing when other staff members used EC, group discussions and personal one to one supervision. To support the adoption of EC, staff were encouraged to focus on using Emotion Coaching with one particular child. Once it was embedded as an approach, Emotion Coaching was then cascaded to the families, through school staff, who modelled Emotion Coaching in their interactions with families, and via individual support for families in using Emotion Coaching with their children and through family group training/information sessions at school. A range of data was collected from the school and generated the following positive results:the rates of pupil restraint decreasedpupils made better-than-expected academic progress staff absenteeism reduced families reported improved family life42 Further evidence from another pilot scheme in Somerset43 also implemented Emotion Coaching as a key strategy to increase understanding of emotional health and wellbeing, enhance skills in supporting children and young people’s emotional health and wellbeing, facilitate the referral process for children and young people and improve access to health and specialist services. It introduced Emotion Coaching into primary and secondary schools in southwest England. Echoing the findings from other studies, practitioners felt all relationships were improved with Emotion Coaching and a person-focused culture emerged. The data also showed how practitioners became less emotionally dismissive in their practice and there was a significant improvement noted in practitioner emotional self-regulation and awareness that correlated strongly with improved staff empathy and patience. Emotion Coaching provided a framework to support practitioners in managing their own emotional self-regulation and strengthened partnerships by cascading evidence-based activities on integrating Emotion Coaching into practice. A county-wide sustainable Emotion Coaching network reflects how different services can work together to support children and young people’s emotional health. 44What do educational setting-focused Emotion Coaching research findings suggest?Three key themes have emerged as a result of using Emotion Coaching in educational settings and these are: Theme 1 – Professional Practice: Emotion Coaching enables adults to communicate more effectively and consistently with children in stressful situations, to utilise fewer ‘emotion dismissing’ approaches, and helps to de-escalate volatile situations. For example, one participant noted, ‘Emotion coaching acts as a framework and a script that enables a consistent, positive approach’ to behavioural incidents without going ‘down the cul-de-sac of blame’. Theme 2 – Adult Self-regulation: Through using Emotion Coaching, adults found difficult situations less stressful and exhausting with a positive impact on adult well-being, ‘It helps us cool down while we collect our thoughts and I now shout less!’, ‘I am more patient now ’ and ‘I now focus on emotions as well as the behaviour and give time to validating emotions – it helps us all be reflective about our inner"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(9) "provision"
        [1]=>
        string(9) "emotional"
        [2]=>
        string(9) "wellbeing"
        [3]=>
        string(6) "social"
        [4]=>
        string(9) "wellbeing"
        [5]=>
        string(6) "trauma"
        [6]=>
        string(8) "children"
      }
    }
    ["categories"]=>
    array(7) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Behaviour"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Behaviour Management"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(19) "Conflict Resolution"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(47) "Emotional and Behavioural Difficulties"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(9) "emotional"
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(4) {
        ["value"]=>
        string(18) "Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(2) {
          [0]=>
          string(9) "wellbeing"
          [1]=>
          string(9) "wellbeing"
        }
      }
    }
    ["tags"]=>
    array(8) {
      [0]=>
      array(3) {
        ["value"]=>
        string(24) "Attachment Aware Schools"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(9) "Behaviour"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(18) "early intervention"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(4) {
        ["value"]=>
        string(37) "Emotional Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(3) {
          [0]=>
          string(9) "emotional"
          [1]=>
          string(9) "wellbeing"
          [2]=>
          string(9) "wellbeing"
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(13) "Mental Health"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(10) "Resilience"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(4) {
        ["value"]=>
        string(12) "SEN"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(4) "send"
        }
      }
      [7]=>
      array(3) {
        ["value"]=>
        string(4) "SpLD"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Behaviour

Developing Resilience with Emotion Coaching

4 Dec 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#44294"
  ["title"]=>
  string(67) "Bridging The Gap: Giving Adopted Children An Equal Chance In School"
  ["categories"]=>
  array(2) {
    [0]=>
    string(10) "Leadership"
    [1]=>
    string(20) "Leadership Briefings"
  }
  ["url"]=>
  string(54) "https://www.teachingtimes.com/adopted-children_090718/"
  ["post_date_timestamp"]=>
  int(1531149480)
  ["objectID"]=>
  string(12) "post-44294-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(208) "This report by charity, Adoption UK, warns that many adopted children, who have often had traumatic early years, are struggling to cope emotionally at school and are failing academically as a result."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(379) "... which impacts on their relationships with adults and peers. Approaching such children with empathy helps school staff to respond in a way that will support emotional wellbeing. How to bridge the empathy gap: reduce the pressure for academic achievement at all costs and prioritise emotional and social literacy in schools ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(76) "Bridging The Gap: Giving Adopted Children An Equal Chance In School"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "children"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(208) "This report by charity, Adoption UK, warns that many adopted children, who have often had traumatic early years, are struggling to cope emotionally at school and are failing academically as a result."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "children"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4128) "The report describes a school environment that is failing children and teachers and is affecting schools’ performance in league tables. It identifies significant gaps in understanding, empathy and resources that are preventing adopted children from having an equal chance to succeed at school. Adopted children are 20 times more likely to be permanently excluded from school than their classmates, and they are much more likely to leave school with no qualifications. Adoption UK is proposing 3 key changes: A specialist programme of continuing professional development to equip all educators to support traumatised children; more emphasis on emotional and social skills; and ensuring that all children can access the same level of specialist support in school no matter where they live in the UK. Key Findings: 79% of adopted children and young people agreed with the statement “I feel confused and worried at school” Almost three quarters of adopted children and young people agreed with the statement “Other children seem to enjoy school more than me” Two thirds of secondary-aged adopted young people told us that they had been teased or bullied at school because they are adopted. Almost 70% of parents feel that their adopted child’s progress in learning is affected by problems with their wellbeing in school. 60% of adoptive parents do not feel that their child has an equal chance at school. The research highlighted four gaps which must be bridged if adopted children are to have an equal chance in school: The Understanding Gap: A history of abuse, neglect and trauma impacts a child in myriad ways. A full understanding of this impact is the necessary starting point for meeting the needs of adopted and previously looked-after children in school. How to bridge the understanding gap: a programme of continuing professional development specifically tailored to supporting pupils who have experienced early childhood trauma, for all education professionals. The Empathy Gap: Traumatised children can react to everyday events in surprising ways, which impacts on their relationships with adults and peers. Approaching such children with empathy helps school staff to respond in a way that will support emotional wellbeing. How to bridge the empathy gap: reduce the pressure for academic achievement at all costs and prioritise emotional and social literacy in schools, giving staff and students the time and space to develop meaningful, supportive relationships. The Resources Gap: Schools are under financial pressure with resources stretched thinly in all areas, but investing in the social and emotional wellbeing of adopted and previously looked-after children will pay great dividends, both in enabling them to reach their potential academically, and in wider benefits to school life and society at large. How to bridge the resources gap: end the postcode lottery to ensure that there is parity of funding and provision of specialist support regardless of where in the UK previously looked-after children attend school. The Attainment Gap: We do not have enough government data to get a full picture of the attainment of adopted and previously looked-after children but, where data is collected, it shows that they lag significantly behind their peers. How to bridge the attainment gap: lay the foundations by collecting and analysing educational outcomes data for previously looked-after children and close the gaps in understanding, empathy and resources. WEB LINK Bridging The Gap: Giving Adopted Children An Equal Chance In SchoolKeywords Bridging gap, adopted children, equal chance, school, early years, coping emotionally, failing academically, school environment, teachers, permanently excluded "
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(8) {
        [0]=>
        string(9) "provision"
        [1]=>
        string(9) "emotional"
        [2]=>
        string(9) "wellbeing"
        [3]=>
        string(4) "send"
        [4]=>
        string(6) "social"
        [5]=>
        string(9) "wellbeing"
        [6]=>
        string(6) "trauma"
        [7]=>
        string(8) "children"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Leadership Briefings"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(5) {
      [0]=>
      array(4) {
        ["value"]=>
        string(25) "adopted children"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "children"
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(14) "Attainment Gap"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(11) "early years"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(9) "exclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(4) {
        ["value"]=>
        string(34) "Social Wellbeing"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(3) {
          [0]=>
          string(9) "wellbeing"
          [1]=>
          string(6) "social"
          [2]=>
          string(9) "wellbeing"
        }
      }
    }
  }
}

Leadership

Bridging The Gap: Giving Adopted Children An Equal Chance In School

9 Jul 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#79572"
  ["title"]=>
  string(59) "It’s Time for a New Approach to Battling Underachievement"
  ["categories"]=>
  array(1) {
    [0]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(87) "https://www.teachingtimes.com/its-time-for-a-new-approach-to-battling-underachievement/"
  ["post_date_timestamp"]=>
  int(1568982000)
  ["objectID"]=>
  string(12) "post-79572-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(315) "The following child file provides an example of taking a whole school approach to improving outcomes for pupil premium children and others at risk of underachievement. As you read through it, reflect on your own school, your practice and how you could introduce changes to improve outcomes for those at ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(384) "... saw their role in furthering their child’s achievements. This included making time to read with their child, working with designated school staff to improve social and emotional wellbeing and encouraging children to be more resilient, both socially and academically. Pupil attitude to learning: Pupils across the school now show ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(5) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(59) "It’s Time for a New Approach to Battling Underachievement"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "TeachingTimes"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(357) "The following child file provides an example of taking a whole school approach to improving outcomes for pupil premium children and others at risk of underachievement. As you read through it, reflect on your own school, your practice and how you could introduce changes to improve outcomes for those at risk of underachievement in your own setting."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(8) "children"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5772) "A primary school in an urban area of the north west of England with 350 pupils identified the need to improve attendance, parental engagement and resilience for disadvantaged pupils. The majority of pupils at the school are from White British heritage. A small minority of pupils speak English as an additional language. The percentage of pupils known to be eligible for pupil premium is 24%. The proportion of pupils with special educational needs and/or disabilities is 15%. Four of the pupils have an EHC Plan. Pupil numbers have increased in recent years and the school admits a number of pupils during the school year. ApproachAs a school, it chose to focus on the use of adults in the classroom to support independent learning and resilience, the impact of middle leaders on curriculum and learning and use of structured conversations* to improve parental engagement and wider outcomes for pupils.A target group of 24 children were identified in years 1–5 for one of the following reasons, although the majority were also eligible for pupil premium funding: Below age-related attainmentBelow expected progress from starting points (this includes some pupils with good attainment who had the potential to make accelerated progress)Limited parental engagement with school. Through a needs analysis, the school identified the following broad areas of focus to bring about the changes they wanted: Leadership for inclusionProvision to close the gapParental engagement Developing behaviours for attendanceLearning and well-beingEffective use of pupil premiumMaximising the impact of teaching assistantsMiddle leadership development Using effective feedback*Structured conversations (used in Achievement for All programmes) between teachers, parents and their child provide a platform for parents to engage in the learning process. They have an opportunity to discuss their child’s aspirations and interests and contribute to setting targets for their child. Parents feel valued, teachers say they get to know the children better (their learning needs and interests) and children say they like the interest their parents show in their school work.ImpactLeadership for inclusion: Over the year, school leaders sustained a focus on the aspirations, access and achievement of all pupils with SEND or vulnerable and disadvantaged pupils. A culture of distributed, inclusive and effective provision for disadvantaged pupils was consolidated across the school.Teaching and learning:TA training on maximising the use of extra adults in the classroom, questioning and fostering independence has promoted best practice with all adults working with disadvantaged children across the school. All TAs accessed this training and development; in practice it has been evident in learning walks. Exploring feedback is an ongoing conversation between teachers, as the school adapts its policy to maximise its impact on learning. Middle leaders have undertaken audits of teaching and learning in their subject areas and are implementing their findings to ensure consistency and progression of skills across the school in all curriculum areas. Pupil premium funding continues to be used to support learning within the classroom. A detailed analysis of barriers for disadvantaged pupils has resulted in more focused use of pupil premium funding. Parental engagement: 100% of parents of those children chosen to be part of the trial, engaged in their initial structured conversation, with the majority also engaging in follow up conversations. Overall engagement in Year 1 was 92%. The structured conversations increased teachers’ awareness of barriers to achievement, access and aspiration. Areas for partnership work with parents focused, in Key Stage One, on maths, social and emotional skills, basic skills and home routines; in Key Stage Two, the focus moved towards reading, writing, maths and attitudes towards learning. Clear evidence of increased parental engagement can be seen where explicit actions were agreed upon during structured conversations and parents clearly saw their role in furthering their child’s achievements. This included making time to read with their child, working with designated school staff to improve social and emotional wellbeing and encouraging children to be more resilient, both socially and academically. Pupil attitude to learning: Pupils across the school now show good attitudes to learning whilst in school. In the target cohort there is evidence of improved attitude to learning at home. This includes reading at home with parents/carers, working on a particular area at home, as discussed during structured conversations, and increased awareness of the need for resilience. Wider outcomes: Pupil premium funding continues to be used to provide wider opportunities for eligible children. Opportunities include educational visits (including residential), swimming lessons and visits by professionals from different curriculum areas with a focus on raising aspirations. Attendance at after school clubs is now more closely monitored. In Autumn 2018, 58% of the target cohort attended after school clubs compared to 42% of pupil premium children.Emotional intelligence: (Self-protective strategies, emotional self-management strategies, increased self-esteem, confidence in making choices)Designated staff within the school have worked with many of the target children and received training in using the BOXALL profile to aid assessment and management of emotional/social barriers which"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(9) "provision"
        [1]=>
        string(9) "emotional"
        [2]=>
        string(9) "wellbeing"
        [3]=>
        string(4) "send"
        [4]=>
        string(6) "social"
        [5]=>
        string(9) "wellbeing"
        [6]=>
        string(8) "children"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Special Needs

It’s Time for a New Approach to Battling Underachievement

20 Sep 2019

array(8) {
  ["distinct_key"]=>
  string(10) "post#59410"
  ["title"]=>
  string(91) "Child File - The Graduated Response: making it effective in an early years setting - Part 2"
  ["categories"]=>
  array(3) {
    [0]=>
    string(9) "Childfile"
    [1]=>
    string(11) "Early Years"
    [2]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(99) "https://www.teachingtimes.com/the-graduated-response-making-it-effective-in-an-early-years-setting/"
  ["post_date_timestamp"]=>
  int(1523960489)
  ["objectID"]=>
  string(12) "post-59410-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(91) "Child File - The Graduated Response: making it effective in an early years setting - Part 2"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(384) "... needs.Progress of our children is looked at in a holistic manner so as well as looking at academic progress (particularly English and Maths), the social, emotional and mental wellbeing of our children is considered too. We are aware of the significant link between the emotional wellbeing of children and ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(91) "Child File - The Graduated Response: making it effective in an early years setting - Part 2"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Lucy Stevens"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(91) "Child File - The Graduated Response: making it effective in an early years setting - Part 2"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5808) "Following on from the theoretical presentation of the graduated response in the last issue, this case study show how one primary school is putting it into practice.As you read and reflect on it consider:Use this case study to ask: How do I put the graduated response into practice?Could I do it better?The Graduated Response at Berry Hill Primary School, Gloucestershire At Berry Hill Primary, our SEND policy states that ‘we value the contribution that every child makes and we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs and abilities.’ So, what does this look like in reality and how is the Graduated Pathway implemented in our school?Set in the Forest of Dean in Gloucestershire, Berry Hill Primary has 182 children, nearly 20 per cent of which receive free school meals. 16 per cent are on the SEND register with 3.6 per cent having an Education Health Care Plan (EHCP), which is slightly above the national average. We are very committed to the value of family and this is central to learning and development. Everybody in the school works hard to foster genuine and active partnerships with families and our local community. The values of creating ‘successful learners, confident individuals and responsible citizens’ underpins provision and is embodied in the behaviour of pupils and attitudes to school. As a school community, we aim for each of our children to leave us having made excellent progress in all areas of their learning.At the core of Special Educational provision is high quality teaching, which takes high priority at Berry Hill. All teachers ensure that their teaching is both personalised and differentiated so that all children can access the learning in their classroom. Strategies are put in place so that children can build their learning independence and confidence. For example, personalised spelling/word mats, practical equipment in Maths and clearly labelled resources which can be freely accessed in lessons.At the beginning of each academic year all of the children in school, regardless of whether or not they have an identified SEN, complete a ‘My Profile’ sheet. For us, the voice of the child is fundamental and we value the importance of children being able to share what matters to them, what they want to be able to do and the things that help and don’t help them to learn and achieve. The ‘My Profile’ has had many benefits, including sharing with parents/carers how their child works best, which could help them better support at home. There was a particular case where a parent was worried about their child and the ‘My Profile’ proved a useful tool to share with them and allay their concerns. In addition to this, it is good for addressing any safeguarding concerns. If class teachers have any worries about what a child has written, they will share this with either the Head or myself. This can then be followed up, often with the Family Support Worker, who will complete some appropriate one-to-one work with the child. This team approach is a key factor in the early identification and addressing of individual needs.Progress of our children is looked at in a holistic manner so as well as looking at academic progress (particularly English and Maths), the social, emotional and mental wellbeing of our children is considered too. We are aware of the significant link between the emotional wellbeing of children and the other areas of their lives, including academic achievement and their relationships with friends and family.  We are very proud to have recently achieved our Mental Health Champion Award from Gloucestershire Healthy Living and Learning, which is recognition of the high-quality provision that supports the mental health and wellbeing of our school community. If there are concerns about progress, these are shared with parents and interventions within school are put into place. Pre-teaching, particularly in Maths, has proved successful in closing gaps and building children’s confidence. Other evidence-based interventions are used and children’s progress is closely monitored along with their attendance, and having a conversation with their parents/carers helps build links between home and school. Often, this conversation reveals information that may not have been otherwise known but which can have an impact on the child’s progress, e.g. a family change or a medical reason. In addition to this, it can also be established whether this may be a short-term issue or an underlying SEN. By doing this, we feel that parents/carers are able to better support their child at home as they have a clearer awareness and knowledge of how they can do this. For example, if a child is showing dyslexic tendencies, we can provide coloured reading overlays or if there are maths skills that need to be practised, suitable websites and/or worksheets are given to them. We can also advise mindfulness techniques and signpost to other services as well through our Family Support Worker, who is very knowledgeable about what is available locally. At this stage we may also involve the use of external professionals. We have very experienced staff who are very dedicated and passionate about what they do but we also realise we don’t have all the answers or solutions so we use the expertise of others. By putting in this early help, it means that issues are dealt with before they escalate further. For example, we use counselling services for children who are struggling with social and/or"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(9) "provision"
        [1]=>
        string(9) "emotional"
        [2]=>
        string(9) "wellbeing"
        [3]=>
        string(4) "send"
        [4]=>
        string(6) "social"
        [5]=>
        string(9) "wellbeing"
        [6]=>
        string(8) "children"
      }
    }
    ["categories"]=>
    array(3) {
      [0]=>
      array(3) {
        ["value"]=>
        string(9) "Childfile"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(11) "Early Years"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(10) {
      [0]=>
      array(3) {
        ["value"]=>
        string(3) "AfA"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(18) "early intervention"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(8) "EHC Plan"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(8) "families"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(9) "Inclusion"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(10) "Pre-School"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [6]=>
      array(3) {
        ["value"]=>
        string(3) "SEN"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [7]=>
      array(4) {
        ["value"]=>
        string(13) "SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(true)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(4) "send"
        }
      }
      [8]=>
      array(3) {
        ["value"]=>
        string(23) "structured conversation"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [9]=>
      array(4) {
        ["value"]=>
        string(24) "supporting SEND"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(4) "send"
        }
      }
    }
  }
}

Childfile

Child File - The Graduated Response: making it effective in an early years setting - Part 2

17 Apr 2018