1. supported by navigating to excellence through personal support

2. supported by navigating to excellence through personal support Terry Ashton Adviser (Guidance & Careers) Aberdeen City Council

3. supported by ………. ITS THE LATEST SCOTTISH GOVERNMENT ADVICE ON MANAGING PAPERWORK

4. supported by

5. Personal Support in Schools: Implementation of Happy Safe and Achieving Their Potential

6. supported by National Development Officers (Personal Support in Schools) Gill Scott John MacBean

7. supported by what Ill speak about what HSAP is about the main business of schools and what HSAP has to do with it everyones part in personal support

8. supported by HSAP did not appear out of the blue

9. supported by

10. the 10 standards review of individual progress access to support learning for life

11. supported by the 10 standards learning for life

12. supported by the 10 standards learning for life 1.EPSD/PSE 2.information for decision-making 3.participation & citizenship

13. supported by the 10 standards review of individual progress access to support learning for life

14. supported by the 10 standards review of individual progress

15. supported by the 10 standards review of individual progress 4.regular review of progress 5.transitions 6.planning for the future

16. supported by the 10 standards learning for life review of individual progress access to support

17. supported by the 10 standards access to support

18. supported by the 10 standards access to support 7.support role of all staff 8.coordination of partnership working 9.confidentiality 10.time & space

19. supported by the 10 standards access to support review of individual progress learning for life

20. supported by what else does it say?

21. supported by what else does it say? role of all staff

22. supported by what else does it say? role of all staff role of local authorities

23. supported by what else does it say? role of all staff role of local authorities involving young people

24. supported by what else does it say? role of all staff role of local authorities involving young people systematic identification of needs

25. supported by what else does it say? role of all staff role of local authorities involving young people systematic identification of needs systems for early intervention

26. supported by what else does it say? role of all staff role of local authorities involving young people systematic identification of needs systems for early intervention planning, CPD and QA

27. supported by what else does it say? role of all staff role of local authorities involving young people systematic identification of needs systems for early intervention planning, CPD and QA outcomes

28. supported by what else does it say? role of all staff role of local authorities involving young people systematic identification of needs systems for early intervention planning, CPD and QA outcomes

29. supported by why personal support? to help youngsters get the most out of the school curriculum to help youngsters to learn how to support themselves (personal development)

30. supported by aCfE HSAP ASL AifL A A A A

31. supported by getting the most out of the curriculum

32. supported by starting as a new person kids learn from the start learning to speak not because parents are linguistic experts so what most helps them learn?

33. supported by starting as a new person

34. supported by starting as a new person QUESTION: If we taught children to speak like we teach them subjects, what would happen?

35. supported by starting as a new person QUESTION: If we taught children to walk like we teach them subjects, what would happen?

36. supported by what is the main business of school?

37. supported by what is the main business of school? learning how to learn

38. supported by learning how to learn what is the main business of school?

39. supported by what is the main business of school? learning how to learn intellectual social emotional…………….

40. supported by what is the main business of school? learning how to learn intellectual social emotional…………….

41. supported by what is the main business of school? learning how to learn intellectual social emotional…………….

42. supported by what is the main business of school? learning how to learn intellectual social emotional…………….

43. supported by what is the main business of school? learning how to learn intellectual social emotional…………….

44. supported by starting as a new teacher

45. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn

46. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn learning about chemistry v learning to be a chemist

47. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn

48. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn looking out for young people

49. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn looking out for young people building relationships listening caring noticing building confidence and self-esteem challenging positively

50. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn looking out for young people

51. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn looking out for young people knowing when and how to seek further help specialist help LS/BS/Guidance/ Pastoral Care child protection/loss/ domestic problems etc

52. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn looking out for young people knowing when and how to seek further help

53. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn looking out for young people knowing when and how to seek further help

54. supported by being a teacher how is personal support relevant? the way you help people to learn how to learn looking out for young people knowing when and how to seek further help the personal support role of every teacher

55. supported by respect appreciation relationships trust noticing the personal support role of every teacher

56. supported by respect appreciation relationships trust noticing the personal support role of every teacher

57. supported by the personal support role of every teacher respect

58. supported by the personal support role of every teacher respect

59. supported by respect appreciation relationships trust noticing the personal support role of every teacher

60. supported by respect appreciation relationships trust noticing the personal support role of every teacher

61. supported by capabilities personal qualities needs difficulties challenge positively the personal support role of every teacher appreciation

62. supported by respect appreciation relationships trust noticing the personal support role of every teacher

63. supported by respect appreciation relationships trust noticing the personal support role of every teacher

64. supported by listen take feelings and ideas seriously inspiration cooperation skills of making and maintaining relationships the personal support role of every teacher relationships

65. supported by respect appreciation relationships trust noticing the personal support role of every teacher

66. supported by respect appreciation relationships trust noticing the personal support role of every teacher

67. supported by give students some power over their own learning let students do things for themselves give them real responsibility the personal support role of every teacher trust

68. supported by the personal support role of every teacher trust

69. supported by the personal support role of every teacher trust

70. supported by respect appreciation relationships trust noticing the personal support role of every teacher

71. supported by respect appreciation relationships trust noticing the personal support role of every teacher

72. supported by looking out for young people noticing how they feel and behave, what they say etc responding to it knowing what to do with the information the personal support role of every teacher noticing

73. supported by barriers to learning

74. supported by they have had poor experiences of school why do some youngsters not learn so well? r e l a t i o n s h i p p r o b l e m s b u l l y i n g h e a l t h p r o b l e m s t r u a n c y boring lessons peer pressure

75. supported by they have missed a significant part of schooling why do some youngsters not learn so well? c a n t c a t c h u p s o g i v e u p c a n t f i g u r e o u t w h a t s g o i n g o n

76. supported by difficult personal circumstances why do some youngsters not learn so well? l o o k e d a f t e r m o v e d h o m e o f t e n parenting problems f a m i l y c i r c u m s t a n c e s

77. supported by particular learning needs and difficulties why do some youngsters not learn so well? n o t r e c o g n i s e d n o t d e a l t w i t h

78. supported by kids dont learn well unless we help remove the barriers to learning

79. supported by kids dont learn well unless we help remove the barriers to learning noticing specialist help

80. supported by you are doing a good job! so now what?

81. supported by lots of good practice around share it use it so now what?

82. supported by speak to everyone about personal support get personal support into teaching and learning policy initiate discussion of personal support in any CfE forum so now what? how can you move things forward?

83. supported by get personal support regularly onto agendas of departmental & other meetings invite other teachers to work with you tell everyone about our website so now what? how can you move things forward?

84. supported by keep in touch with your authority champion speak at authority meetings and CPD about personal support so now what? how can you move things forward?

85. supported by keep mentioning the centrality of personal support to CfE demonstrate the connections between personal support, enterprise, citizenship etc so now what? how can you move things forward?

86. supported by everyone would see it was central to their role teaching would be active and involving personal issues would be part of all curricular areas kids would have lots of responsibility excellent personal support what does it look like?

87. supported by kids who need help would be noticed and would get help kids would be helped to take responsibility for reviewing their own progress excellent personal support what does it look like?

88. supported by

90. website www.ltscotland.org.uk/personalsupportinschools

91. supported by download presentation www.aberdeen-education.org.uk/guidance/downloads

92. supported by

94. download presentation www.aberdeen-education.org.uk/guidance/downloads

95. supported by thank you for listening