Personalising Learning at de Ferrers Deep Support

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Personalising Learning at de Ferrers -Deep
Support

• Structure
• Consultation Days
• Inclusion
• DSFS/SKSL? what?
• AOTT? who?

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Key Stage 3 Structure
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de FERRERS SPECIALIST TECHNOLOGY COLLEGE
Looking at
Consultation with Parents and Students
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Previous organisation
Did the end result justify the preparation?

• Eight evenings was equivalent to 24 hours of
  teacher and parent time.

• Impaired teaching performance and low morale
  followed two consecutive evenings.

• Attendance fell from Y7 to Y11 and teachers often
  did not see the parents that they needed to see.

• Parents found the events stressful/not welcoming

• Parents often heard the same story several times.
  Without privacy/confidentiality/comfort.

• Consultation with parents and students together
  was rare.

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Wish List For Consultation

• ALL parents attend, are PLEASED to attend and
  feel positive about the process.
• Time is used well.
• Discussions are purposeful and involve equal
  input from teachers, parents and students.
• Parents and students leave the meetings well
  informed and sharing with us responsibility for
  target setting and personalising learning.

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Picture this
1. A day in January? 7.45am to 6.45pm

• Parents receive a BIR before the day
• No teaching but both campuses open to parents
• 15 minute interviews for all students

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Benefits for Parents
Updates for all students on one day
Privacy and confidentiality assured
A user friendly environment
Increased opportunity for working relationship
with Tutor over time
Opportunity to view the college in a leisurely
and relaxed way
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Benefits for Tutors

• Tutor is now the MENTOR
• discussion can focus on previously received
  information
• discussion will include STUDENT input from eILP
  reviews

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Benefits for Students
A chance to self review
An equivalent appointment will be given to all
students even if parents are not available
Opportunity to agree realistic targets
Dialogue between parents and Tutor at first hand
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Consultation Day Grades Key Stages 3 and 4
KS3Current Working Level KS4Forecast GCSE
Effort and Attitude
Assessed Work
Curricular Targets
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EXAMPLES OF GENERIC TARGETS FOR CONSULTATION DAY
2009
A To improve listening skills during the
teachers instructions/explanations and when
other students are responding orally B To
improve concentration during lessons C To
eliminate behaviour that disrupts learning for
the student and others D To develop good social
skills when working with staff and other students
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Attendance
Year 11/Year10 2003 2006 2009 student
attendance 91 90 91 parent
attendance 88 89 90 Parent
Evenings 60 - -
Year 7/8/9 2003 2006 2009 student
attendance 96 91 95 parent
attendance 95 90 94 Parent
Evenings 80 - -
Overall attendance 93 91 93
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Wonderful, well done ! Thank you
A very good time of year to set targets New
Year Resolutions etc!
I think that teachers at de Ferrers do a
wonderfully difficult job
Consultation Day times completely unworkable for
two parents that work
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Inclusion Centres

• A resource which provides students with the
  flexibility to meet their changing needs and the
  support to ensure they maintain progress both
  academically and socially.

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Dove Campus Inclusion Centre

• The adaptability of set up within the centre
  affords flexibility according to student need.
• Students have access to wireless laptops, along
  with all other relevant resources.
• The informal seating area and water fountain
  gives the opportunity for time out work.

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Work in Progress
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Student Needs

• We accommodate students who cannot access the
  classroom and modify their timetable accordingly.
• Students can access the centre from 8am until
  4.30pm daily.

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Inclusion We offer

• Modified timetable support for
• Subjects (notably KS4)
• Long term illness and students with
  limited mobility
  Students with
  behavioural problems
• Students experiencing difficulty in
  attending College
• Reintegration programme for excluded students
• Suspended timetable for students at risk of
  exclusion
• Extended Work Placements in KS4. Industrial link
  with a modified timetable.
  

• KS4 Burton College I day per week. Students
  tracked and monitored by YW
  
• School Engagement Programme. KS4 students.
  Tracked and monitored
  by JYP.
• 
  
• LAC/CHIC support, link staff YW
  
• Access to RELATE counselling. Referral through
  JYP. Initially KS3 only.
• Conflict Resolution work
• Links to other stakeholders.

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The Route to the Inclusion
Centres

• Curriculum area strategies implemented in line
  with the Behaviour for learning policy.
• Escalating concerns AG involvement.
• AG strategies are implemented including
  monitoring report, parental contact/interview etc
• Referral to the Inclusion team by MPO/PW, in
  discussion with DSFS. Consideration given to
  necessity of PSP.
• Initial interview with the student.
• Inclusion Centre Progress Review (starting point
  for the team)
• PSP drawn up with parents and student if
  appropriate.
• Student may be placed on Inclusion report.
• Inclusion Centre intervention strategies may
  include
• 
  Suspended timetable
• 
  Modified day
• Classroom observations
• 
  Individual behaviour
  programmes
  Conflict
  resolution
• Students who are experiencing difficulty with
  attending college for whatever reason over a
  significant period of time, are referred through
  the AG team and appropriate strategies and links
  with external agencies are made.
• Students who fail to respond to an initial
  warning made by a member of the Senior Management
  Team regarding unacceptable behaviour, will be
  removed from the classroom and referred to the
  Inclusion Centre.

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Student Reintegration

• Targets discussed and agreed on PSP prior to
  reintegration to normal timetable.
• Student returns to lesson on Inclusion report
• Student reports to the Inclusion Centre at 3.30pm
  daily. This may also be at break and lunchtime
  on agreement.
• Home/College link. Parents to see the report on
  a daily/weekly basis.
• Major incidents/concerns, telephone contact with
  parents on that day.
• Staff informed on the VLE and in briefings as to
  which students are on report.
• Inclusion Centre notice board in each staffroom.
• Targets revised weekly and modified as necessary.
• Weaning process Daily report
• Weekly
  report
• Drop in
  observations
• Progress
  review
• 
  Integration complete.

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Personalising Student Learning.

• Key Stage 4.
• Modified timetable. 6
  students.
• Suspended timetable 6 students.
• Extended work placement/Training. 2 students.
• Burton College placement. 55
  students.
• Coors Engineering. 4
  students.
• There are 11 looked after children within the
  college, all are tracked and monitored by the
  Inclusion Team.
• Key Stage 3.
• PSP and Modified timetable 4
  students.
• Timetable modification due to illness/injury
  across KS 3/4
• changes daily!

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Alternative Provision

• Activ8 linked to NEET, 6 students with extended
  work placements
• Automotive Project, (The man with the Van) - 6
  students funded by the DIP aimed at
  disaffected/at risk of exclusion
• Fire-fighters course again DIP funded for 4
  year 8 students- Behaviour/social/emotional
  issues

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Alternative Provision

• School Engagement Programme- 12
• year 10 students vocational provision
• off site linked to the COPE award.
• Midland Youth Development Services (Western
  Spirit)
• 12 year 10 students again DIP funded to
• Look at behaviour management
• Football Coaching Award 3 year 11 students 1
  day a week

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DSFS and SKSL

• Meet each half term
• Discuss common concerns and levels of attainment
• Analyse performance across all curriculum areas
• Agree priorities for action for each area and
  year group

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Example from January 2009

• Year 7
• To ensure Competency Curriculum is embedded in T
  L across all curriculum areas. This was
  discussed at DSFS/SKSL Meeting and will be a
  regular agenda item.
• To look at a transition programme for the
  Induction groups through June and July to better
  prepare the students for Year 8.
• To consider the Year 7 Theme Days and look at how
  the Competency Curriculum could be used.
  Suggestion of 3 Day x 6 Workshop based learning
  schemes around a given theme.
• To track and monitor the Condensed groups now
  that they have been identified.
• Literacy levels continue to be an issue and have
  now been noticed in Maths.

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ADULTS OTHER THAN TEACHERSKey Stage 3

• 2 full time achievement and guidance staff to
  coordinate across 3 year groups
• Full time Inclusion support worker that works in
  both KS3 and KS4 inclusion centres coordinates
  Burton College link for 50 students
• Assistant Director of Inclusive Learning to
  coordinate transition for students with
  additional needs from Year 5 onwards
• Trained readwrite inc staff to develop
  literacy and reading skills for students for
  example learning centre staff and reception
  staff.