1. Berni Graham Researcher

2.  Theories about emotional wellbeing underpinning education, eg ◦ Ability to attend ◦ Motivation & aspiration ◦ Readiness to learn ◦ Concentration ◦ Focus and application ◦ In turn: confidence, anxiety..................  Changes can be quite small  Difficult to objectivy the subjective  Need to measure alongside academic attainment

3.  What to measure?  AND How to measure it?

4.  Viewpoints of both staff and children & young people  Decide most appropriate methods:  gather the right information  simple and easy to use (for all parties)  not prohibitively costly  ‘reliable’  limit bias  systematic  enable comparison for same student over time  enable aggregation of data for different audiences  easy to combine with other information

5. Total outcome data Young person's views Staff views Other assessments, eg CAMHS, CAF, SEN Other data Parent/ carers' view AttainmentMonitoring

6. Options: Observations; Qualitative interviews Questionnaires

7. Most suitable because:  Relatively cheap  Easy to administer  Lowest risk of subjectivity in administration  Can be done on paper/computer  Can be analysed in part by computer & human  Analysis interpretation more consistent  Data can be aggregated  Facilitate comparisons & comparisons over time

8.  Deciding what areas and issues are most important  Avoid reinventing the wheel  Lots of work previously done around measuring ‘soft’ outcomes for children and young people  Challenge: identifying which of these are most relevant and what others are necessary for an educational context

9. Review existing tools & areas (domains) Discussions with CSS staff 1 st broad draft Discussions with CSS staff & pupils Further draft versions considered by staff Redrafting ‘Final versions’

10.  Emotional wellbeing (Confidence, self- esteem (incl appearance), ‘resilience’, hope, pride, anxiety, mood)  Relationships (eg with family, peers,..)  Education skills - Concentration & attention  Social & communication skills  Feeling safe (local area, school/ PRU, home...)  Anger management

11. For STAFF On the whole this young person... Always Usually Sometimes Rarely Never can remember a series of instructions 43210 finds it easy to pay attention to what someone else is saying 43210 finishes a task once started 43210 can avoid being distracted in a teaching session 43210 can stay focussed for most of a lesson 43210 is able to work on a task on their own if required 43210 Any examples/ detailsTotal

12. Most days........... Always Usually Sometimes Rarely Never I recover quickly when things go wrong I look forward to the future I like how I look I realise it’s normal to make mistakes I feel that I am as good as anyone else I enjoy trying new things I feel I have a worthwhile contribution to make Any comment/ detail

15.  These tools will be trialled by CSS  Test & review over time  Check need for simpler versions for children/ those with difficulty reading  Ideally do large scale testing esp to check -reliability, bias and universality