April 21, 2023

Education Bradford

Personalised Portable Pupil Profiles

Presentation to Delegates at Nurture Group Network Meeting

Lister Primary School

Friday 8 April 2011

Social, Emotional and Behavioural Difficulties Team

Education Bradford

Objectives

To provide information about how the management tool was developed.

To explore some of the underlying principles behind the development of the tool.

To share practical examples of the tool in action with anonymised exemplars.

To facilitate discussion about how the tool could be used in your setting.

Why do we need a PPPP?

To provide consistency when a lot of staff in the school may encounter the child.

To provide practical strategies for staff to use.

To empower staff who may be less familiar with the child and his/her needs.

To provide information for supply staff and cover teachers to help them manage the child’s needs.

How is the information gathered?

From a variety of sources with the main objective of personalising it

to the child and making it useful and relevant to the staff. It could

come from;

Assessments such as Boxall, PAT, Aston Index

Reports or advice from outside agencies incorporating recommendations

Agreements for action from multi-disciplinary meetings

1:1 work with the child

Information supplied by parents

How is the information organised?

The underlying principle is that it is informative and practical without

breaking confidentiality and being too sensitive. The following headings

are used as a basic standard;

Additional Learning Needs;

How has this affected my behaviour?

What I need to succeed in school;

I learn best when;

You can help if you…

Other information that may be included

The Boxall Assessment Strategies

Implementing the Positive Handling Plan

What might trigger a crisis?

What does a crisis look like?

I try to keep myself to myself by…

Key facts about attachment

My behaviour might escalate when;

Additional Risk Factors;

Because of this I can have difficulties settling to class and controlling my feelings. I might;

What I need to succeed in school

Risk Assessment

I really do want to join in but don’t want to risk it going wrong. This might make me;

First or Third Person?

The tone of the document is meant to be a dialogue between the child and

the staff with the emphasis on helping staff understand what it is like

having the difficulty from a child centred point of view.

First Person – if the child has had some input

Third Person – if the child hasn’t had input

Either way, it is best practice to include the child and let them know that

the plans are in place

Parental Involvement

It is good practice to include the parent or carer;

Include in planning meeting

Send them draft to check

Ask for any information they would like to be included

Avoid sensitive or controversial information

Gain their support

Inform them that robust plans are in place for their child

Parental Feedback

‘If only we had something like this in place about two

years ago he would not have ended up like this.’

Types of PPPP

ADHD

Attachment Disorders

Entrenched Behaviour

ASD

Unmet Learning Needs

Care and Control

Avoidant Behaviour

Anxiety

How to inform staff; best practice

Planning Meeting

Whole school staff meeting

Individual drop in sessions

Review regularly

And finally; Q&A

Please take this opportunity to look at some of the plans and ask

questions or discuss issues.

I have replaced the real names with Child A, Child B, etc for anonymity.