1. School Improvement Partnership Programme 19 th June 2014

2. Aims and objectives of our partnership: Identify key groups of young people with low tariff scores who are at risk of missing out. Review, evaluate and develop strategies which may help to close the gap between the bottom 20% of pupils and their peers. Use the 3 step Improvement Science methodologies as a key principle of this action research. Evaluate the impact of a caring, significant adult in improving outcomes for individual young people. Provide opportunities for key staff to develop their professional learning, engage in leadership opportunities and to develop enquiry/action research learning, skills and knowledge.

3. Expected outcomes: Improve the attainment, attendance, exclusions and leaver destinations for young people. Increased engagement with relevant partners to support young people. Evaluate the impact of identified strategies to support wider achievement. Enhanced staff knowledge and skills.

4. What we are trying to achieve: Enable them to establish the essential skills for lifelong learning. Address barriers to learning arising from social, emotional and behavioural difficulties. Provide a significant, caring adult to support learners. Evaluate the impact of Nurturing approaches in improving opportunities for young people.

5. How we identify our target group Transition from primary to secondary staff meet to discuss new intake/pupils needs Informed by data (information from Social Work; Home School Partnership) Often pupils attending additional transition events Settling in phase until September/October Pupils are assessed using the 'Boxall Profile‘ – developmental progress Used in conjunction with other assessment methods

6. Who is ideal for a nurture group? It depends entirely on the child and their resilience! - Ongoing health issues - Looked after away from home - Abuse/neglect - English as an additional language - School refusers - Self harm - Learning support - Behavioural challenges

7. Things we like to keep in mind Staff respond to pupils in terms of their developmental age/stage. The environment is safe and secure with structured and predictable routines. We are trying to boost self-esteem. Lots of reciprocal activities between adults and young people. Improving communication skills. Lots of opportunities for talking, sharing and encouraging their input. All behaviour is communication. Understand the young person and their situation. Change can be challenging for vulnerable young people.

8. The pupils we work with are the ones most likely to: Leave school unqualified and unskilled Educational ability below that of their peers Most at risk of suspension and exclusion Are constituent members of the bottom 20% Often have multiple deprivation hits (5+) Pupils who haven't grown up in a nurturing environment

9. What we’re striving to achieve… Self awareness The ability to managing feelings Motivation Empathy Social skills

10. Our nurturing environment We recognise that it is essential that the room is warm and welcoming with aspects of both home and school: areas to eat, relax, work and play.

11. Our nurturing environment

14. Activities for pupils o Homework checks o Group discussion o Hot drinks- social routines o Games o Verbal games o Formal curriculum tasks o Feelings tree o Enterprise projects o Reading stories o Word games And many more!

15. Case study 1.

18. The impact of a significant caring adult Staff comments “Helpful and polite… a pleasure to teach” “A joy to teach and will be missed in the department next year” “Could have more self belief” Boxall profile – huge improvements noticed Attendance much the same as S1

19. The impact of a significant caring adult Achievements: - Attended a residential trip to Spain - Attended school prom SubjectLevelTarget grade Art and designInt 2B GeographyInt 2C HospitalityInt 2B Engineering Craft SkillsInt 2B EnglishInt 1C

20. The impact of a significant caring adult “The nurture group helped me in a number of ways in school. It helped my with my behaviour. It also helped me control my feelings and helped me get over my dads death. Finally, it helped build my confidence because I met new people and made new friends.” - June 2014 Comments from staff: “A diligent pupil who wants to succeed” “Working steadily… all work completed to the best of his ability” Attendance increased from 89% - 95%

21. The impact of a significant caring adult Achievements -Part time employment -Attended school prom SubjectsLevelTarget grade Physical EducationHigherB BiologyInt 2C Business ManagementInt 2B EnglishInt 2C MathematicsInt 1B

22. Context Passion-values to practice-Support-Progressive Plan Develop practitioners/enhance resources Flexible with certain constants (Boxall over time) Micro/macro= big pictures… Poverty and attainment/ grappling with most stubborn 20% BUT many factors contribute to this success. Brailsford -cumulative effect of small improvements Lotman - simplest and most easily repeatable form for his biggest customer

23. Nurture 1H/3H/5HPathfinder TOLLE WebsitePupil Study GuideHelping Parents With Study Skills Teacher’s Packs on Study Skills Pupil Support Behavioural Support Learning Support Peer Mentoring Learning and Teaching Committee S4 GroupsSupported Study & Earlier Revision Home School Partnership Tutor TimeWider Achievement Group

24. Next Steps  Ongoing efforts alongside effective complementary activity  Become accredited nurture school  Share good practice “The nurture base provides a highly supportive and effective environment in which young people with additional support needs are gaining confidence and developing as successful learners”  Act As a “Hub” or “Linked Champion” for the Schools  Develop a compendium of strategies which may assist in closing the gap  Develop links with SIPP ‘partners’ to make better use of 3 step Improvement Science Methodologies.  Evaluate the impact of Nurture and a caring significant adult