Which criteria are based on all pupils engaging with school taking responsibility participating in school life building their own resilience? Outstanding (1) Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school. Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view. In secondary schools, high quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life. Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average. Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare. For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained. Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying. Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language. The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have. Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation. Pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

Outstanding (1) Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school. Pupils discuss and debate issues in a considered way, showing respect for others’ ideas and points of view. In secondary schools, high quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life. Pupils value their education and rarely miss a day at school. No groups of pupils are disadvantaged by low attendance. The attendance of pupils who have previously had exceptionally high rates of absence is rising quickly towards the national average. Pupils’ impeccable conduct reflects the school’s effective strategies to promote high standards of behaviour. Pupils are self-disciplined. Incidences of low-level disruption are extremely rare. For individuals or groups with particular needs, there is sustained improvement in pupils’ behaviour. Where standards of behaviour were already excellent, they have been maintained. Pupils work hard with the school to prevent all forms of bullying, including online bullying and prejudice-based bullying. Staff and pupils deal effectively with the very rare instances of bullying behaviour and/or use of derogatory or aggressive language. The school’s open culture actively promotes all aspects of pupils’ welfare. Pupils are safe and feel safe at all times. They understand how to keep themselves and others safe in different situations and settings. They trust leaders to take rapid and appropriate action to resolve any concerns they have. Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age-appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation. Pupils have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites. Pupils’ spiritual, moral, social and cultural development equips them to be thoughtful, caring and active citizens in school and in wider society.

The Academic Resilience Model

coaching, training, support 10 PAIRS OF SCHOOLS NewStart Birmingham How we will work together Head Teacher Autumn term 5 SRLs will be deployed to work with 2 districts and 4 schools Strategic Resilience Lead relationship, insight training & supervision School Resilience Lead coaching, training, support http://www.youngminds.org.uk/training_services/academic_resilience Leadership & teamwork Young Resilience Champions connecting schools and community

Resilience Indicators This diagram shows the possible range of resilience indicators that a NewStart school might use in their screening and monitoring processes. This Y7 child is Red for “symptoms” and attendance because of bullying going on in school, which has led to her staying away from school and self harming. She would very probably receive intervention at Universal+ level which would support her and build on her considerable assets elsewhere in her school life and deal with the root cause of bullying in the school. This would be regularly reviewed. Resilience Indicators

This diagram outlines the process of identifying the least resilient pupils in Y7, in the 3rd week of September. All pupils will write a letter to themselves which begins to equip them to talk about their own resilience and to know how to manage risk factors in their lives. How else will your school identify your least resilient pupils in Year 7

What will a Birmingham NewStart School be like for a new pupil? UNIVERSAL MY SCHOOL CARES ABOUT ME I AM ENCOURAGED TO SHARE HOW I’M FEELING OLDER PUPILS LOOK OUT FOR ME THERE ARE PEOPLE I CAN ALWAYS TALK TO MY SCHOOL CARES ABOUT WHAT I THINK AT MY SCHOOL, THERE’S LOADS GOING ON THAT I CAN GET INVOLVED IN WE ALL STAND UP FOR EACH OTHER AND AGAINST BULLYING THERE IS SOMEWHERE I KNOW I CAN ALWAYS GET HELP IF I NEED IT UNIVERSAL + WHEN I’M FEELING DOWN OR ANXIOUS, THERE ARE PEOPLE WHO WILL NOTICE AND HELP ME I CAN ALWAYS GET HELP IF I NEED IT I KNOW ABOUT WHERE I CAN GET HELP OR SUPPORT IN MY LOCAL COMMUNITY I WILL BE SUPPORTED FOR AS LONG AS I NEED IT EVEN WHEN I’M FEELING BETTER, PEOPLE WILL CHECK ON ME TO MAKE SURE I’M OK ADDITIONAL IF MY SITUATION IS SERIOUSLY AFFECTING ME AND MY LIFE IN SCHOOL, THERE ARE NEW AND DIFFERENT WAYS I MIGHT GET HELP EXPERTS IN MY SCHOOL WILL HELP ME AND PERHAPS MY FAMILY TO HELP THINGS GET BETTER THEY WILL BE ABLE TO GET ME HELP OUTSIDE SCHOOL TOO

WHAT MIGHT A “RESILIENT SCHOOL” LOOK LIKE? STUDENTS FAMILIES & COMMUNITY Our school ethos is centred on building resilience and shared widely through website/prospectus/open days and with all students and families on their arrival We have a strategy to increase participation and engagement of our disadvantaged students both inside and outside the classroom Objectives and actions to improve the resilience of students and staff are written in our current school development plan Relationships are at the heart of what we do as a school and our pastoral structures (form tutoring etc) are strong We are able to identify potentially vulnerable students every day We raise awareness of mental and emotional resilience regularly in assemblies and PSHE. We have a shared language to describe effective learning behaviours and students’ personal development. We value, reward and regularly celebrate students’ achievements We celebrate achievements that reflect pupils’ personal development, both in and out of school. Students are actively encouraged to talk about how they are feeling and about risk factors and problems they may be experiencing, at key moments throughout the school year. We have a dynamic and robust out-of-lessons programme of activities. Students know what is on offer and how to access those activities. We are aware of what is on offer for young people in our local community and signpost opportunities to all students and families. We actively encourage and track participation of all students in our out- of- lesson activities and in out-of-school activities available in our local community. We are monitoring at-risk indicators on a regular basis. Absence, lateness, notes of concern, behaviour, other intelligence etc We have a range of in-school resources and interventions to draw on to address the needs of our least resilient students We record, monitor and evaluate the interventions which address the needs of our least resilient students Students engage well with PSHE content and there is generally constructive participation in discussions We provide a clearly differentiated Careers advice and information programme for our students from Year 7 We are confident about talking about all post-16 options open to our students We actively encourage and track the participation of families in school-initiated parent meetings, whole school parents’ evenings, preparation meetings for residential activities, events and productions etc We train and coach our staff to create and develop resilient classrooms Each student has an adult they are able to confide in on a daily basis There is a place or person in school available for students to access information/signposting service Students feel well supported and safe in school Student leadership is embedded and effective and helps to endorse key messages regarding building resilience There are organised opportunities for students to voice their opinions and school records them and acts on them and students feel that school listens to student voice We work in partnership with services in our local community. We reach out to our local community in a range of ways We are proactive in engaging parents, families and their communities with school by undertaking home visits and organising events both in school and in the community.