4.1 Removing barriers to learning
In most ICS clusters improved support from a range of services had helped reduce barriers to learning for groups of particularly vulnerable young people and their families through helping to meet their social, emotional and health needs. In many cases, care files and related documentation had been used effectively to plan and monitor the effectiveness of support. Some authorities had introduced projects which helped to improve pupils' confidence, social skills and anger management so that they could make better use of learning opportunities. These included health-promoting school initiatives, after-school activities and alternative and enhanced curriculum opportunities which helped to reduce barriers to learning. However, there was often no clear strategy to support the learning of pupils withdrawn from the formal curriculum due to behavioural or related social issues. This led in some cases to insufficient planning for the reintroduction of these pupils to the mainstream curriculum.
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Good practice In one secondary school within an ICS cluster a Surviving School group had been established to support pupils in danger of exclusion. Pupils' participation had helped them become more skilled at interacting positively with others. The direct support provided by a mental health worker and youth social worker had helped this targeted group of pupils address anger management issues and had developed in them a more positive attitude towards school. |
Across the clusters there was little evidence of the ICS initiative having had a direct impact in improving the quality of support provided through learning and teaching in mainstream classrooms. The few instances of positive impact of this sort related to pupil support in the primary sector or to the work of support for learning and guidance staff in the secondary sector. There was a need for a greater focus on providing targeted support to raise the expectations and attainment of vulnerable pupils, particularly in the secondary sector. Support for children with specific learning difficulties was enhanced in some clusters through specialist training provided for teachers and others involved in meeting the children's needs.
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Good practice In one cluster school, staff undertook additional training to better understand conditions such as epilepsy and dyslexia. This enabled them to work more closely with the children and families involved, and to raise expectations of performance. |
Support for children and young people was most effective where schools and other partners pursued a shared agenda as the result of establishing clear common objectives. This included joint working between education and health professionals to identify and support the needs of children with medical problems which impeded their learning.
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Good practice In one cluster the school nursing service was changing to place a greater emphasis on targeted intervention of health surveillance. The child health clinical services had been reviewed and improved. Protocols for medical review of children with additional support needs had been agreed with the education department and sent to headteachers. Plans were in place to establish a new service to support an early diagnosis of Attention Deficit Hyperactivity Disorder. |
4.2 Raising expectations
In most clusters, pupils identified as being at risk of underachieving had responded positively to the range of approaches developed by staff and partners. These approaches included encouraging young people to expect more of themselves through celebrating their achievements, developing their self-confidence, enhancing their interests in learning and being encouraged to set targets for further improvement. Whilst there was, as yet, little evidence of improved attainment across the board, teachers reported that some pupils' attitudes had improved and that they were showing more interest in, and application to, their learning.
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Good Practice In one cluster, parents, school staff and partners commented favourably on the impact of a joint education and social work peer education programme. The programme was successfully developing the potential of pupils identified as being at risk from underachieving at school. The use of PLPs was developing well. Staff across the cluster reported a better understanding by pupils of both the process and the outcomes of establishing individual plans. Pupils were able to discuss their targets effectively and show understanding of the steps taken to achieve them. There were initial indications that participation in this process resulted in pupils adopting a more focused and purposeful approach to their learning. |
Some ICS initiatives had made a positive impact on the attitude of particular groups of vulnerable young people and their families. There were a few instances of reductions in exclusions, vandalism and offending, increased attendance and improvements in attainment in some targeted groups of pupils. Such improvements were not evident in all clusters, however, and authorities needed to ensure that support for these particular groups was introduced more widely.
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Good practice In one cluster, two primary schools had effectively supported the achievement of a targeted group of vulnerable young people through their involvement in a Junior Achievement Award Scheme offered during school holidays. This combined both formal school activities with out-of-school experiences and had led to vulnerable young people developing their skills and confidence in their ability to learn. |
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Good practice One school had a very active and effective ICS steering group which included a local community constable in its membership. As a result of well-planned joint action among the various services, vandalism had fallen dramatically in the local area and had been maintained at a low rate for three years. Referrals to the Reporter of young offenders under 16 years old had reduced by two-thirds over the same period. While these reductions were not wholly ascribed to the ICS initiative, it was considered to be a major contributory factor in giving vulnerable children and young people a sense of ownership of the school and their local area. |
In some clusters, particular support was given to increasing identified pupils' own expectations through addressing issues of anger management and behaviour. This dedicated support, often provided by non-teaching staff, had led to some positive changes in pupils' attitudes and behaviour. The effective contributions from staff in other partner services were not always shared effectively with teaching staff.