Terry Ashton Adviser (Guidance and Careers)

happy safe do well at school and in life

1968 Guidance in Scottish Secondary Schools SED

1986 More Than Feelings of Concern CCC

1993 Guidance: a Developmental Approach Grampian Region

1993 Personal and Social Development 5-14 SOED

1995 The Heart of the Matter Scottish CCC/SOED

1996 Effective Learning and Teaching: Guidance SOEID

1998 Taking a Closer Look at Guidance SOEID/Audit Unit

1999 New Community Schools Report on progress 2004

2000 Making the Difference GTCS

2000 At the Heart of Education GTCS

2001

BETTER BEHAVIOUR BETTER LEARNING

Better Behaviour Better Learning 19. Schools should give consideration to integrating the work of learning support, behaviour support and guidance into a single overall framework of pupil support in order to achieve a more holistic approach to supporting the needs of all children and young people.

Better Behaviour Better Learning 19. Schools should give consideration to integrating the work of learning support, behaviour support and guidance into a single overall framework of pupil support in order to achieve a more holistic approach to supporting the needs of all children and young people.

Better Behaviour Better Learning 21. There should be a comprehensive review of the nature and purpose of guidance, both at primary and secondary school levels, and of the training of guidance staff.

Better Behaviour Better Learning 21. There should be a comprehensive review of the nature and purpose of guidance, both at primary and secondary school levels, and of the training of guidance staff.

NATIONAL REVIEW GROUP

report February 2005

describes common principles for the development of personal support in all schools sets out a standard of support for pupils

clarifies the roles of school staff and authorities in the provision and development of support for pupils recognises the role of partner agencies in supporting pupils and assisting staff in schools to provide support

points to current practices in Scotland which exemplify different approaches for providing personal support in schools

teachers make a difference to the lives of children and young people

take time

really get to know youngsters

respond sensitively to them as individuals

help them develop as rounded individuals

be aware of their talents and abilities.

help youngsters cope and develop resilience.

caring, co-operation and collaboration modelled by all staff

school ethos of security, acceptance and recognition of achievement.

where support is the norm, challenges are prevented from becoming entrenched problems.

persistent, deliberate effort to work with youngsters to help them resolve challenges they experience

involve parents and other agencies in support of youngsters

education, welfare and support are complementary processes.

To enable all young people to become

confident individuals

To enable all young people to become successful learnersconfident individuals

To enable all young people to become successful learnersconfident individuals responsible citizens

To enable all young people to become successful learnersconfident individuals responsible citizenseffective contributors

To enable all young people to become successful learnersconfident individuals responsible citizenseffective contributors

motivation self-awareness To enable all young people to become successful learners confident individuals responsible citizenseffective contributors self-managementsocial competence

motivationself-awareness To enable all young people to become successful learners confident individuals responsible citizenseffective contributors self-managementsocial competence

motivationself-awareness To enable all young people to become successful learners confident individuals responsible citizenseffective contributors self-managementsocial competence

motivationself-awareness To enable all young people to become successful learners confident individuals responsible citizenseffective contributors self-managementsocial competence

10 standards for personal support Review of Individual Progress Access to support Learning for Life

10 standards for personal support Learning for Life

10 standards for personal support Learning for Life PSE / EPSD decision-making participation & citizenship

10 standards for personal support Review of Individual Progress Access to support Learning for Life

10 standards for personal support Review of Individual Progress

10 standards for personal support Review of Individual Progress regular review of progress transitions planning for the future

10 standards for personal support Review of Individual Progress Access to support Learning for Life

10 standards for personal support Access to support

10 standards for personal support Access to support support role of all staff partnership working confidentiality time & space

implementation

implementation ofhappy, safe and achieving their potential Personal Support in Schools

3 year national project £200,000 per year Personal Support in Schools

aims promote the importance of personal support Personal Support in Schools

aims promote the importance of personal support support all LAs and other agencies to develop the ten standards described in Happy, Safe and Achieving Their Potential Personal Support in Schools

aims promote the importance of personal support support all LAs and other agencies to develop the ten standards described in Happy, Safe and Achieving Their Potential disseminate understanding and practice Personal Support in Schools

aims encourage an understanding of partnership working Personal Support in Schools

aims encourage an understanding of partnership working encourage an understanding of how other strategic developments relate to personal support Personal Support in Schools

appointment of Development Officers Gill Scott, Ellon Academy John MacBean, Hazlehead Academy Personal Support in Schools what we are doing

appointment of Development Officers establishing national network Personal Support in Schools what we are doing

appointment of Development Officers establishing national network collating practice in personal support Personal Support in Schools what we are doing

appointment of Development Officers establishing national network collating practice in personal support national communications Personal Support in Schools what we are doing

setting up communications with personal support agencies Personal Support in Schools what we are doing

setting up communications with personal support agencies practitioners toolkit Personal Support in Schools what we are doing

setting up communications with personal support agencies practitioners toolkit organising conferences and seminars Personal Support in Schools what we are doing

implementation ofhappy, safe and achieving their potential Personal Support in Schools thank you for listening

thank you for listening

implementation ofhappy, safe and achieving their potential Personal Support in Schools thank you for listening