Ensuring successful transition between sites and Key Stages for pupils with a wide range of Special Educational Needs |
Pendle Community High School and College
Pendle View Primary School
Best Practice Award
Our practice ensures we have moved from reactive transition arrangements to a proactive model. All pupils moving from PVPS and local mainstream feeder school into PCHS KS3 access a planned, staged transition were all information is shared and specialist staff liaise to ensure all needs are met from the following September and no pupil struggles within their new environment.
Elm Tree Community Primary School - Innocative Practive
Elm Tree is a BESD School with 50 pupils on roll, over 35 of which live more than 20 miles away from the school in the areas of Preston, Leyland and Chorley. Prior to this pilot, transportation to and from school involved over 20 vehicles, many of which were provided by taxi firms and involved Passenger Assistants (PAs) employed by the Local Authority to escort the children. There were significant difficulties in managing the number of vehicles trying to get in and out of the school at the beginning and end of each day. Historically, there were behaviour problems on transport which resulted in many children having to travel in vehicles on their own with their own PA. These problems often then impacted on attendance and behaviour during the school day. As many of the children at Elm Tree are on the Autistic Spectrum, continuity of care and routine are very important factors in managing behaviour.
The transport pilot commenced on the 15th April 2013.The school currently has seven (17 seater) minibuses, each routed to collect children from specific areas throughout Lancashire. Since then, Elm Tree has managed its own transport; this has had a dramatic impact on behaviour on transport and on attendance. (Attendance figures in 2012 of 89.93%. 2013/14 attendance has risen to 94.95% - a 5% rise overall.)
All children are transported with a dedicated Driver and Home School Liaison Officer, both fully trained and experienced within our environment and with our special children.
Hillside Community Primary School - Best Practice
Pupil attendance at Hillside Community Primary School had traditionally been recorded as well below national average, and had fallen to 91.3% in the academic year 2004-2005. When a new executive leadership team joined the school in 2009, improving the attendance data was made a whole school priority.
Since 2009, we have prioritized pupil attendance by;
Due to the strategies employed, good attendance is now prioritised by parents and pupils alike as something to strive towards and to be proud of. Parents are keen to ensure their children are in school on time every day, and children are seen to encourage their peers within class settings in order to win the reward!
Embedding of pupil voice through a whole school approach to investing in our pupils, providing skills for life |
Longton Primary School - Best Practice
Barrowford St Thomas' Church of England Primary School (Good Practice Award)
Our self evaluation in 2008 raised the concern that our Mission Statement, which should be a focal point in our school, was not understood or used in everyday school life.
Our last inspection (Feb 2009) identified the need to highlight the Christian character of our school through display and establishing a focal point for prayer in each classroom. We felt that this done in isolation would not celebrate our distinctiveness nor give the children a deeper knowledge and understanding of the significance of our church school status.
Our starting point was to consult and then establish the Christian values our school community thought should be a focal point. Our Mission Statement was also reviewed and (following consultation) a new, easy to understand, statement was adopted.
Our Education Sunday service in February 2011 focused on sharing our work with the congregation of St Thomas Church and parents and friends. 98% of children attended this Sunday morning worship with all having at least one adult to accompany them.
The impact in school has been to unite all stakeholders in understanding the Christian values that permeate the life of our school. This shared ethos ensures that our Values and Mission Statement are central to the life of our school.
Lancaster Childrens Centres (Firbank, Lune Park, Appletree) - Innovative Practice Award
Play to Learn ("PTL") is a home visiting scheme centred around play. Outreach staff received four days training to deliver play sessions and to coach parents/carers to acquire core play skills by modelling, inviting and reinforcing of existing skills. This promotes attachment, a positive attitude and disposition, speech, language and social skills thus laying the foundations for later learning.
Each participating centre has received a toolkit containing planned play sessions along with resources and books suitable for babies, toddlers and children. Plans are written in plain English to share with parents and picture prompt cards are also available for parents with limited literacy skills. As an alternative, PTL can take place in a children's centre, local park or wherever families feel comfortable.
Sessions are captured in pictorial and written form in a Learning Story Book and form a powerful record of parents and their children engaged in good practice.
The Isaac Centre (Innovative Practice Award)
The Hug Hub (Helping yoU Grow- Helping yoU Believe) has been established to provide an early intervention strategy for students aged 11-14 years old. It supports mainstream schools in reducing exclusions.
The Hug Hub offers a practical curriculum to students two mornings a week during a six week period. Our focus is on team building, confidence building, anger management and gaining success from achievable activities. Students are encouraged to participate in a range of enrichment activities - Gardening, Team Building, Cookery, Arts and Crafts, DIY, P.E. and Healthy Eating and Why Try? These activities were chosen, initially, to encourage students to try different things and by working in small groups to take away the 'fear of failure', develop confidence and raise self-esteem.
The ethos of the Hug Hub is to help pupils believe in themselves and nurture their positive qualities.
Due to different issues they are experiencing, we feel keeping boys and girls separate allows pupils to able to be open in discussions during breakfast/Circle Time and the Why Try? sessions. Why Try? is a strength-based approach to help teenagers overcome their challenges and improve their outcomes.
The Hug Hub encompasses the Why Try? objectives to enable pupils to improve their behaviour, social and emotional skills.
The Rose School - Innovative Practice Award
The Rose School is totally committed to providing pupils with opportunities to learn about their community not only in a geographic/historical/social sense and in particular looking at innovative ways of skilling pupils using practical/hands on approach to learning.
St Nicholas C of E Primary School - Good Practice Award
Attendance was on target for our school, but there did not seem to be a desire to strive for 100% attendance from the families. The initiative focused on raising awareness of attendance targets and educating parents on the impact on learning that lost sessions have.
We targeted both children and parents in two separate schemes with same goal.
Every term parents are sent an individual attendance review with a traffic light system on.
Every child has a personalised 'Aiming High' card. This details weekly attendance and includes lates, time off for appointments, illness and holidays. The House Captains complete the cards weekly to give the children a real sense of responsibility and awareness to strive for full attendance. Each term children who have 100% attendance can earn points for prizes. If children 'save' their points and carry them over, they can earn larger prizes.
The positive impact has been clearly measurable:
September 2010 October 2010 50% of children achieved 100% attendance.
approcah to positive behaviour management.
Brockholes Wood Community Primary School - Best Practice Award
Our vision for the project was to raise pupil achievement by improving behaviour through a SEAL-based approach to behaviour management.
... for learning
New Longton All Saints' Church of England Primary School - Good Practice Award
Some children need additional pastoral support beyond that normally given by the class teacher. For example a child who has had bereavement in the family, a child who has low self-esteem or a child who is having a difficult time at home/ school.
Great Harwood St Johns CE Primary - Good Practice Award
As a school, we have historically had poor attendance. In 2009-10, we began to raise the profile of good attendance through an improved policy and by rewarding pupils directly.
.... Supervision within the school community
Clifton Primary School (Good Practice Award)
The project developed out of the change of Lunchtime Welfare Supervision and the needs of the children. Playtime can be a source of tension and worry for some children. If children are unhappy at playtime they are unhappy at school. There was a need to:
The result of this ongoing project is the development of positivity of behaviour throughout lunchtime, engaging and inviting all pupils and staff, leading to a reduction in playground incidents and a stronger whole school community with a vast improvement of the outside facilities and equipment for all to use.
.... school and pupil progress in the Foundation Stage
Lordsgate Township C.E. Primary School (Innovative Practice)
Assessment in the Foundation Stage was an issue and we were keen not only to improve this but also to involve parents in their understanding of the process. It was important to establish positive parental links to ensure all parents became involved in their child's progress and development in the Foundation Stage. Effective communication was essential. This was established by a 'Taking School Home' book. Throughout the year both school and home developed strong positive links. Feedback from parents was very good and enabled us to identify further developments.
Foulridge St. Michael and All Angels C.E. Primary (Good Practice)
Marsden Community Primary School (Best Practice Award)
Over a number of years the school has introduced a variety of ways to tackle extended leave and to improve behaviour. This has had a direct impact on standards as pupils attendance and enjoyment of school have increased. The school adopted a positive behaviour management system linked to attendance which allowed pupils to build up reward points over the school year. We also appointed an attendance manager who works closely with the EWO to tackle absence. Extended leave has now been reduced to 2 weeks authorised absence.
To target individual behaviour and learning issues the school employs 1 Learning Mentor and 3 Behaviour Support Workers who work with small groups and individual children to improve behaviour and build up self esteem.
Attendance has risen steadily from 90.58% (1998) to 94.1 (04/05). Recent parental questionnaires have given very positive responses in relation to behaviour and attendance and the school is a BAP Hub school.
St Maria Goretti Catholic Primary School (Good Practice)
The headteacher took up post in April 2008, a week later OFSTED paid us a visit and put us in a category of Notice to Improve. One of our key issues was Attendance. A short term associate headteacher had already put a number of quick fixes in place which we continued and added to. (Action plan -Year 1)
Woodlea Junior School (Best Practice)
Starting from a very low baseline, the need to strengthen partnerships at Woodlea was recognised. Firstly, an ethos of openness had to be developed and this was aided by newly agreed core values. An open door policy and the creation of a vision for parental partnerships provided the foundations for the building of collaborative work. A focus on high aspirations for all, belief in potential to achieve, development of a mutual understanding and the promotion of a cohesive community in which differences were respected and understood helped to create a resilient home school partnership.
Clifton Primary School (Good Practice)
Having hearing impaired pupils at school who use Sign Language as a form of communication made us realise the need to provide them, staff and other children with the tools and wherewithal to communicate more effectively as part of our overall inclusion.
The Isaac Centre (Innovative Practice)
The Strengthening Families Programme was researched by the Isaac Centre counsellors after it became apparent that the main focus of many counselling session were issues surrounding family life. As the Isaac Centre strives to work with the child holistically, it was realised that we needed to be offering more support and help to not just the child but to the family also. The SFP aimed at helping young people and parents deal with problems associated with adolescence. It has proved to be effective in building skills and changing behaviour, for both parents and young people.
We wanted to implement a service that actively involved the students to support each other and impact positively on the behaviour and attendance of individuals and groups. Peer-mediation incorporates SEAL outcomes and restorative approaches. Furthermore peers demonstrate closer understanding of the particular concerns they face, have greater credibility and approachability, and may be more readily and regularly available with the potential to offer support outside of formal situations. After interviewing the applicants they received three full days of training. They then implemented the service at breaks and lunch and have been able to help several of their peers successfully, preventing further arguments, name-calling and low level bullying. The peer mediation service has offered support to those students who aren't comfortable talking to an adult. We are still only beginning to appreciate fully the positive impact that involving peer-mediation can make in improving behaviour and attendance, but it is a challenge that we are keen to continue with.
....and Achievement for All
Working closely with an Occupational Therapist, we have developed a programme of exercises and routines which, together with the creation of a Sensory Room, is making a positive impact on children's enjoyment and attitude towards learning as well as raising standards for children with additional needs. Following this impact, we are now extending the use of the Sensory Room and the exercise routines to be made available to all children who could benefit educationally, behaviourally, socially and emotionally.
Edisford Primary School (Good Practice)
This project was developed from our pupil survey conducted Spring Term 2007. The biggest concern for pupils was lunchtime. Pupils were bored and unhappy, leading to behaviour problems.
WRIST Consortium (Innovative Practice Award)
The project sought to continue raising standards through a re-focus on anti-bullying strategies and to increase the role of pupil voice and integrate it into school life. Member schools adopted an ethos of the listening school, as outlined in Every Child Matters.
Amongst many other events, the network organised:
Outcomes have so far included the development of a whole school strategy to anti-bullying in each of the network schools, an improved and heightened ethos that represents safer schools and an empowering of children in creating an anti-bullying ethos.
Thornton Cleveleys Baines Endowed School
Longridge Barnacre Road Primary School (Good Practice Award)
In January 2004, the school introduced a Golden Book Assembly at the end of each month. As part of this assembly, pupils are invited to share their talents and hobbies in front of their parents and the whole school community - to celebrate them. The aim is that the other pupils may feel inspired to take up a sport or hobby as a consequence of watching their peers.
Whilst behaviour at school is very good, staff wanted to reward the majority of pupils who behave well. In 2005 they introduced Golden Time - an hour each Friday where pupils choose an activity or interest for a four week cycle (e.g. sports, environmental, arts and crafts or cookery). This was recently extended into the community by inviting older people from sheltered accommodation into the school to help with Golden time. A pupil council was formed 2004 to involve the pupils in the decision making process.
These strategies have led to
Cuerden Church School
The school's behaviour plan was introduced to the whole staff including welfare staff on the first Inset day of the new school. This is revisited every year at the start of the Autumn Term. The behaviour plan is reviewed annually and staff encouraged to share new ideas and innovations; e.g. initially the staff gave out certificates which were time consuming and costly, now staff put stars on a variety of charts such as rockets going to the moon, frogs hopping across lily pads.
Visitors to the school have noticed the impact of the policy. Ofsted commented on how the school had made 'very good' progress in the short time it had been open and that a distinctive ethos was emerging.
Thorn Primary School, Bacup
Our aim was to improve the whole school communitys approach to attendance in order to raise achievement of pupils throughout the school. We set out to achieve this by tracking pupil attendance, using computerised software. We wanted to communicate to parents the importance of attendance and the correct procedures to follow. We motivated pupils by providing incentives and rewards for attendance
...Support Social Interaction and Skills
Springfield Community Primary School (Innovative Practice)
Springfield Community Primary School amalgamated in August 2002 and moved to its present site in September 2004. This provided a unique opportunity for a complete overhaul of lunchtime procedures to help behaviour, to provide a stimulating environment and to enhance the children's social skills.
Mayfield Primary School
To raise achievement by improving attendance and punctuality in the school.
St. Richard's Catholic Primary School
Ensuring children receive a better education through improved attendance which maximises opportunities for each child to reach their full potential.
Edenfield C.E. Primary School (Best Practice)
We introduced our Positive Behaviour Book in 2001 to encourage children to behave appropriately. Every year each child is given a new book which includes the School Code and how to get rewards & sanctions. The book is based on children achieving smiley faces each week. Each day of smiley faces is worth a point and if the child gets 5 points at the end of the week they are awarded by taking part in "Golden Time. These points are totalled each term and children receive Bronze, Silver and Gold awards. If they achieve 3 gold awards, they are presented at the annual prize giving with a platinum award. However, if they break one of the promises in the school code they get a sad face which means they miss 5 minutes off their Golden Time and it also means although they can achieve a bronze or silver award they can't achieve a gold award.
Since the introduction of this book our incidents of bad behaviour have decreased dramatically. We encourage the children to reflect on their own behaviour and the book is taken home every Friday to share with their parents who sign it along with the child.
Delph Side C.P. School (Innovative Practice Award)
Although great effort has been put in over a sometimes very long period, we had a number of disengaged families whose children struggled with the curriculum and relationships because of their sporadic attendance.
... during play and lunchtimes
Westwood Primary School (Best Practice Award)
In 2003 a significant number of pupils were having behaviour problems at lunchtime. This caused unnecessary stress on teachers and pupils. The school's woodland areas were difficult to manage and the playgrounds had little to offer or engage children.
... community and calm to the school day
St Augustine's Roman Catholic Primary
Burnley Ightenhill Primary School
Cathedral Catholic Primary School
We are delighted with the impact of our 'Say No to Bullying' work across the school. For two years we have been promoting the message of 'See Something - Say Something' through the use of SEAL materials and the involvement of all pupils, staff, parents and governors. By working together we have made our school a happier and safer place for all. Incidents of bullying have fallen and children are much quicker to report any 'bullying behaviour' to an adult so that it can be dealt with swiftly and appropriately in accordance with the revised School Anti-Bullying policy. Anonymous pupil questionnaires were used to identify times and places when bullying was most likely to happen and appropriate action have been taken to address these issues. An Anti- Bullying Charter has been drawn up with contributions from parents, children, staff and governors, outlining what we all agree to do to prevent and stop bullying behaviour happening in our school. The result is a much happier school where all share and promote an ethos where bullying in is not tolerated.
.... to the whole school community.
Ribbleton Avenue Methodist Junior School - Good Practice Award
As a school we realised that attendance was becoming a huge issue and as such decided to raise the profile of attendance and punctuality.
We started by having a whole school assembly to introduce 'project' to children and informed parents via the newsletter. A post was created for a TA3 to focus on improving attendance and support was gained from the county attendance lead. The TA visited a local primary school who had raised attendance significantly and used some of their ideas to 'kick start' our scheme.
Each week, attendance and punctuality are promoted in assembly with the best classes receiving SAM (our 'school attendance matters' dog) or PAM (our 'punctuality always matters' hedgehog), extra play and if they have 100% attendance and no lates - extra play and an ice pop.
We give out traffic light certificates half-termly so that parents can see at a glance whether their child is on track. At the end of each term, certificates and prizes are given to children who have 95% - 100% attendance. This year we managed to get sponsorship from 2 local businesses to provide 2 bikes as the top prizes.
Brookfield Park Primary - Good Practice Award