PASTORAL INCLUSION PROJECTRAISE LAC

Guidelines for Schoolsfor Pupils ‘Looked After’

PASTORAL SUPPORTPROGRAMME/PLAN

NEATH PORT TALBOT PASTORAL INCLUSION PROJECT (PIP) PASTORAL SUPPORT PROGRAMME / PLAN GUIDELINES CONTENTS: Page number Introduction 1 Step 1: Before the meeting 2 Example letter 3 Step 2: Initial Summary sheet 4 Example Initial Summary Sheet 5 Step 3: Staff Questionnaire 6

Example Staff Questionnaire 7

Step 4 The Carer Questionnaire 8 Example Carer Questionnaire 9

Step 5 The Pupil Questionnaire 10 Example Pupil Questionnaire 1 11 Example Pupil Questionnaire 2 12

Step 6 The Analysis (optional) 13 Emotional and Behavioural Scale 14 Step 7 The Initial Meeting 20 Suggested Agenda 21 Record of Initial Meeting 22 Target Record 23 Step 8 The Reviews 24 6 Month Review 25 Step 9 The Final Review 26 Final Review Meeting 27

Introduction This guidance document Pastoral Inclusion Project (PIP) has been produced by a representative working group as a means to support schools in preparing a Pastoral Support Programme/Plan specifically for a pupil who is ‘looked after’ (LAC). Pupils who are separate from their families (for what ever reason) will have emotional and behavioural responses to that separation. Schools should be especially sensitive to exclusion issues where looked after children are concerned. This document builds on the excellent practice in pastoral care that already exists in Neath Port Talbot and strengthens the already successful document ‘Pastoral Support Programme/Plan – Guidelines for Schools’ in meeting the needs of pupils who are looked after. The aim of our schools’ Pastoral Support Programme must be to promote social inclusion, positive behaviour and support from as many quarters as possible (school, Children’s Services, carer and family) to help reduce the need of permanent exclusion. We hope you find the forms and assessments included in our document adaptable and a valuable guideline for following process in order to meet your schools’ and individual pupil needs. Nicky Sneezum LAC Education Coordinator – Neath Port Talbot Lisa Phillips LAC Designated Teacher, Dyffryn School – Neath Port Talbot Acknowledgement Cover art work by Simeon Hyatt of Dyffryn School (Neath Port Talbot).

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Before the Meeting

Step 1

• Carers/Parents and appropriate outside agencies need to be

invited giving ample notice.

• To help you decide who to invite use the Initial Summary

Sheet to identify involvement of other agencies.

• A more personal approach would be to phone the child’s

social worker as they can often provide a better insight into

who is involved in the child’s life. A quick informal chat can

help you make allies and lead to a surprise link you may not

have thought of such as inviting a respite carer.

• Don’t forget to involve the child in the process. They may

wish to have someone present as well.

• An example of a suitable letter appears on the next page. It

suggests that non attendance should be notified in advance.

• A phone call to remind attendees of the meeting could be

made a few days in advance.

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Address Dear ……………………, I am writing to invite you to a Pastoral Inclusion Plan Meeting for ………………………. The meeting will be held at …………………….. on ………………………….. at……… The purpose of the meeting is to put a plan in place to help ……………………….. avoid exclusion. We want to do everything we can to avoid this, and are asking for your help. It will be an opportunity to give us your views and will enable us to work together to help ………………………………………… to be successful in school. Your attendance would be appreciated. If you are unable to attend please inform school as soon as possible. Thank you for your help. Yours sincerely

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Before the Meeting

Step 2: The Initial Summary Sheet

• Use the sheet on the next page to sum up the reasons for

the meeting and to help you decide who to invite.

• If the pupil has been referred to you by another member of

staff such as the Head of Year it would be best to involve

them in this process.

• Check with the school’s Education Welfare Officer for their

involvement.

• Other members of staff such as Learning Support Assistants

could have a valuable contribution.

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NEATH PORT TALBOT - PASTORAL SUPPORT PLAN

INITIAL SUMMARY SHEET

NAME TUTOR GROUP

DATE OF BIRTH DATE OF REFERRAL

NUMBER OF FIXED TERM EXCLUSIONS ATTENDANCE RECORD %

KS 2 / 3 SCORES ENGLISH MATHS SCIENCE

SEN CODE OF PRACTICE A P Q S

PRIMARY NEED / DIAGNOSIS

BRIEF DESCRIPTION OF SUPPORT

Is the student at risk of permanent exclusion? YES NO

Reason for PSP

INVOLVEMENT OF OTHER AGENCIES

Name Name

Learning Support Health

Behaviour Support

Youth Service

Hearing Impaired Visual Impaired

Training Provider

Education Welfare Service

Youth Offending Team

Speech and Language

Police

Community Mental Health

Housing

Education Psychology

Social Worker

School Nurse Fostering Social Worker

LAC Education Respite carer

CARER/FAMILY MEMBER INVOLVEMENT

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The Staff Questionnaire Step 3

• Distribute these questionnaires to all of the child’s teachers

at least two weeks prior to the meeting.

• Make sure you give them a deadline a few days before the

meeting. You will probably have to chase up some sheets.

Don’t forget to distribute them to support staff if relevant.

• Form Tutors and the Head of Year’s should also be asked to

complete the questionnaire.

• It is important to get a rounded view of the child’s behaviour

and achievements.

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NEATH PORTALBOT - PASTORAL SUPPORT PLAN

STAFF QUESTIONNAIRE NAME TUTOR GROUP

SUBJECT SET

STAFF MEMBER:

DESIGNATION:

DATE

Please rate his/her behaviour this term

Very good Very poor 5 4 3 2 1 0

Please rate the behaviour of the class

Very good Very poor 5 4 3 2 1 0

PLEASE RATE STUDENT’S BEHAVIOUR ……

Positive to teacher 5 4 3 2 1 0 Negative to teacher

On task 5 4 3 2 1 0 Off task

Self-contained 5 4 3 2 1 0 Attention seeking

Appropriate behaviour 5 4 3 2 1 0 Inappropriate behaviour

Positive to peers 5 4 3 2 1 0 Negative to peers

In place 5 4 3 2 1 0 Out of place

Appropriately equipped 5 4 3 2 1 0 Inappropriately equipped

Work up to date 5 4 3 2 1 0 Work behind deadlines

Ability to follow instructions 5 4 3 2 1 0 Ignores instructions

Putting up hand 5 4 3 2 1 0 Calling out

Answering appropriately 5 4 3 2 1 0 Answering back

Homework always done 5 4 3 2 1 0 No homework

Calm when others behave badly 5 4 3 2 1 0 Reacts badly to behaviour of others Things this pupil does well:

What specific behaviours shown by this student regularly cause concern?

What changes would you like to see the pupil making?

Please return this sheet to______________________________ by______

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The Carer Questionnaire Step 4

• This gives carers the opportunity to describe the qualities of

the child and express their concerns.

• It conveys to the carers that the school and carers working in

partnership will affect the best outcome.

• A phone call to the carers to explain the reason for the

meeting and the objectives would be a good idea rather than

simply sending a letter.

• A letter should be sent to carers inviting them to attend the

PIP meeting. Include the questionnaire with the letter but

have a spare copy at the initial meeting in case they mislay

it.

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NEATH PORT TALBOT - PASTORAL SUPPORT PLAN

CARER/FAMILY MEMBER QUESTIONNAIRE

NAME TUTOR GROUP

What do you think are the young person’s best qualities? What sorts of things worry you about the young person? Have you noticed difficulties with behaviour? How is the young person behaving at home? What do you think we can do to help the young person at school? Is there anything else you think we should know about? I/We will come to the meeting I/We cannot come to the meeting1 Signed. .........................................................................Date ............................

1 School to offer alternative date if date provided is not convenient.

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The Pupil Questionnaire Step 5

• A member of staff who has a good rapport should elicit how

the pupil feels about the current situation.

• The pupil should be encouraged to express views freely and

honestly and they should be recorded uncritically.

• The purpose of PIP should be explained to the pupil and the

agenda of the initial meeting shared before the meeting.

• Two different versions of the Pupil Questionnaire have been

provided. The member of staff working with the pupil on the

questionnaire could ask the pupil which they would prefer to

do. The first example may be more suitable for pupils with

additional learning needs, English as an additional language

needs or pupils with Autism Spectrum Disorders.

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Pupil Questionnaire Date_______________

Please help us by saying how YOU feel you are getting on in school. (Teacher to ask about activity and ask child to place tick. Teacher to write comments and answers to questions)

ACTIVITY ☺ COMMENTS

English

Welsh

Maths

P.E.

I.T.

Science

Art/DT

History

Geography

R.E.

Drama

P.S.E.

M.F.L.

Music

With friends

With teachers

Say something about the things you are pleased with in school.

Say something about the things that upset you about school.

What would make school a better, nicer place?

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PUPIL QUESTIONNAIRE

NAME TUTOR GROUP

Circle appropriate number on each continuum and underline or add relevant words Unless otherwise indicated: 5 = Very Good 0 = Very Poor

What do you THINK about your behaviour in: 1. Classrooms 5 4 3 2 1 0 2. Corridors 5 4 3 2 1 0 3. Assembly 5 4 3 2 1 0 4. Toilets 5 4 3 2 1 0 5. Playground 5 4 3 2 1 0 6. Outside school 5 4 3 2 1 0

7. How do you generally behave? 5 4 3 2 1 0 Interfering Helpful Unhelpful Rude Polite Violent Friendly Talkative Loud Quiet Hardworking Lazy

8. What do you THINK about changing your behaviour? 5 4 3 2 1 0 Able to change May be able to change Unable to change I don’t have the power I do have the power I don’t want to I want to Teachers stop me Teachers will help me Pupils stop me Other pupils will help me 9. What do you think of yourself? 5 4 3 2 1 0

Confident Lacking in confidence Attractive Unattractive Clever Stupid Interested Disinterested 10. In general, do you THINK teachers’ behaviour towards you is: 5 4 3 2 1 0 Helpful Unhelpful Unfriendly Polite Rude Friendly Caring Aggressive Interested Not interested In particular: 11. What do you THINK about the behaviour of other pupils towards: YOURSELF: EACH OTHER: TEACHERS: 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 12. What do you think of your school? 5 4 3 2 1 0

Too small Just the right size Too big …………………… ……………………..

……………… ………………. Badly lit Too noisy Too crowded

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The Analysis (Optional) Step 6: Emotional and Behavioural Development Scale If you know the pupil well, this stage of the process may not be necessary. The information collected from questionnaires could be analysed

carefully together with assessments. A baseline summary could be

compiled. From this, the main themes for intervention in school

could be identified. Target behaviours could be identified.

The member of staff coordinating PIP could consider the

responses in light of a variety of recommended strategies.

• Mentoring Scheme

• Group work/individual support from outside agencies

• Changing teaching set or class

• Support for learning difficulties/disapplication from the

National Curriculum

• Complementary curriculum where appropriate

• Further referrals

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Emotional and behavioural scale: description of items The guidance emphasised the importance of taking a positive approach to pupils’ behaviour. However, as the scale was trialled, it became clear that teachers were able to give far more accurate ratings when negatives were also given in the examples. It is only for speed and accuracy of assessment that such examples are given. Teachers must focus on positive aspects of pupils’ behaviours to effect change. Conduct behaviour 1. Behaves respectfully towards teacher. The pupil: • respects the teacher and is co-

operative and compliant, responding positively to instruction;

• does not talk back or aim verbal aggression at the teacher;

• interacts politely with the teacher; • will not be quarrelsome or deliberately

to annoy the teacher and will not interrupt or answer rudely.

A pupil may respond negatively to instruction, talk back to the teacher, be uncooperative and impertinent with the teacher, aim verbal violence and swear in teacher’s presence, answer the teacher rudely, be quarrelsome, deliberately annoy the teacher, interrupt, think it is funny to make the teacher angry. 2. Shows respect to other pupils The pupil: • respects other pupils and uses

appropriate language, e.g. not swearing or calling them names;

• treats other pupils as equals, does not dominate them with the use of intimidation or abuse;

• respects the views or rights of other pupils and avoids bullying or intimidation.

A pupil may aim verbal violence at other pupils, use psychological intimidation, show social aggression, be scornful with other students, call other pupils names, tease, try to dominate, use unethical behaviour, for example, inappropriate sexual behaviour, blame others, push ahead in queues.

3. Only interrupts and seeks attention appropriately The pupil: • does not seek to attract inappropriate

attention in classroom; • acts in a manner appropriate to the

classroom situation and does not play the fool, try to make the class laugh, shout out smart remarks or show off in the classroom;

• does not display attention-seeking behaviour;

• does not unnecessarily disrupt or interrupt other pupils who are working;

• does not verbally disrupt the class and keep unauthorised talking to other pupils to a minimum;

• does not disrupt other pupils using physical disruption such as nudging or poking.

The pupil may hum, fidget, disturb or disrupt others, talk to other pupils when not authorised to, seek attention, make the rest of the class laugh, pass notes in class, be verbally disruptive, throw things about during lessons, often talk when someone else is talking, climb on things, run around classroom, tap their foot or pencil, call out in class, eat, suck or drink inedible substances, behave like a clown, be loud, get into everything, be hyperactive, act smart, show concern for immediate rewards, need excessive adult contact, be excitable, do dangerous things without thinking, talk about imaginary things as if they were real, shout in class. 4. Is physically peaceable The pupil: • does not show physical aggression

towards adults or other pupils; • does not physically pick on others;

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• is not cruel or spiteful to others; • avoids getting into fights with others; • does not strike out in anger, have

temper tantrums or aggressive outbursts.

A pupil may fight, aim physical violence at other students, often lose their temper, yell and throw things, bully, aim physical violence at teachers, force other students to do things against their will, be deliberately cruel, pick on others, try to get even, be spiteful. 5. Respect property The pupil: • respects the property of others – this

may be seen by the pupil taking good care of property;

• does not take part in acts of wilful damage or destruction;

• does not steal from others. A pupil may have poor respect for property, destroy their own things, destroy others’ things, damage school property, and steal things. Emotional behaviour 6. Has empathy The pupil: • is tolerant and considerate towards

others; • understands how others are feeling,

tries to act in a way appropriate to the situation, e.g., the pupil may try to comfort someone who is upset and is not emotionally detached;

• does not laugh at someone who is upset or injured.

A pupil may lack the ability to take on the role of others, be tolerant of others, be emotionally detached, be selfish, and have no awareness of others’ feelings. 7. Is socially aware The pupil: • who is socially aware will be conscious

of, and understand, the social interactions happening around them;

• interacts appropriately with other people both verbally and non-verbally;

• is not socially isolated and does not spend long periods of time sitting or standing alone;

• has friends among their peers, and is not a loner;

• is not frequently daydreaming/staring into space;

• is actively involved in activities within the classroom;

• does not seem aloof, inactive, passive or withdrawn

A pupil may daydream, stare into space, be inactive, be passive, be aloof, be out of touch with reality, be withdrawn and unresponsive to stimulation, not participate in class activities, not be accepted, not be well liked, lack accurate perceptions of others, say or feel they do not have any friends, stare blankly, be listless, show bizarre behaviours, lack self-awareness. 8. Is happy The pupil: • appears happy by smiling and laughing

when appropriate; • should be able to have fun; • is generally cheerful and not tearful and

upset; • is not discontented, sulky, morose or

miserable. A pupil may be depressed, discontented, unhappy, distressed, talk about not wanting to live, be prone to emotional upset, be unable to have fun, be tearful on arrival, cry easily, be sullen or sulky, be serious or sad, be self-harming, be pessimistic. 9. Is confident The pupil: • is not anxious and is confident in most

situations, while not showing bravado, recklessness or unrealistic expectations of their competence;

• is not afraid of ne things and does not fear failure when taking on new tasks;

• is not self-conscious or shy in most situations and does not feel inferior to other pupils;

• is willing to read out loud in class and put their hand up to answer or ask appropriate questions.

A pupil may act as if extremely frightened to the point of crying, be anxious, tense, fearful, upset by new pupils or situations, reticent suck their thumb or bite their nails, worry about

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things that cannot be changed, be negativistic, be afraid of new things, feel unable to succeed, lack self-esteem, be self-conscious be overly submissive, be cautious, be shy, not take the initiative. 10 Is emotionally stable and shows good self-control The pupil: • remains relatively emotionally stable

and does not frequently swing from positive to negative moods;

• soon returns to a stable frame of mind after being upset, shows good emotional resilience and is not moody;

• shows good self-control and is able to manage their feelings and actions to suit the situation.

• is not easily frustrated or flustered and does not show signs of being touchy or uneasy;

• is able to delay gratification when required, and can wait for rewards or pleasurable items for prolonged periods of time.

A pupil may be touchy, display inappropriate emotional reactions, have difficulty expressing needs/feelings, have frequent or strong mood changes, be irritable, be tough minded, stay disappointed for a long time if a favourite activity is cancelled, be unable to delay gratification, be easily flustered, be sensitive, have little self-respect, over-react to normal situations, not accept punishment or praise, instigate poor situations, be unable to accept responsibility. Learning behaviour 11. Is attentive and has an interest in school work The pupil: • who is attentive listens to the teacher

and is not easily distracted from the task in hand;

• should not find it difficult to work when others around them are talking at a reasonable level;

• shows an interest in most schoolwork; • gets started on tasks without delay and

has the motivation to carry them though;

• generally get enjoyment from school tasks and consequently completes them without complaint.

A pupil may show verbal off-task behaviour, lack interest, not finish work, not listen or hear, have to the reminded again and again, have trouble paying attention, find it hard to sit still, not concentrate on tasks, have a short attention span, be easily distracted, fail to maintain interest in their work, give up easily, have a negative approach to schoolwork in general, be lazy, respond negatively to school, be frequently absent or arrive late at lessons, arrive late at school, not have ambition, not be keen to achieve. 12. Good learning organisation The pupil: • competently copes with individual

learning situations; • produces tidy work, at a reasonable

pace; • seems to have a good grasp of how to

organise learning tasks to successfully complete them;

This item deals with organisation deficits, which significantly hamper the learning of the individual, rather than motivational deficits. A pupil may be forgetful, have trouble organising schoolwork, rush into things without thinking, appear confused about learning tasks, be slow/inaccurate, worry about things that cannot be changed, get overly occupied with on activity, get easily frustrated, have difficulty in making choices, be fussy, have messy schoolwork, fail to meet targets/deadlines, complain of not being able to cope with schoolwork, not be prepared for lessons. 13. Is an effective communicator The pupil: • will show good communication skills; • should be able to communicate

effectively with adults and peers; • is coherent; • knows when it is appropriate to speak; • is able to alter voice pitch and tone

appropriately and uses non-verbal signals effectively, for example, eye contact, stance, distance;

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• should be able to organise communication in both individual and group situations.

This item refers to using or ignoring social communication and not medical problems, for example, stuttering. A pupil may answer before a question is finished, not attempt to furnish information when requested, answer without stopping to think, not use language to communicate, have a repetitive speech, have incoherent speech, avoid looking others in the eye, have difficulty communicating, have a speech difficulty, have limited non-verbal support of speech, have difficulty planning behaviour and feedback and responding to feedback, have limited non-verbal communication of attitudes and emotions, talk constantly. 14. Works efficiently in a group The pupil: • works will in a group situation; • works collaboratively with other and is

an effective communicator in group discussions;

• listens to what others have to say and consequently and positively to group discussions;

• is willing to take part on responsibilities in a group context.

A pupil may refuse to share with another student, have trouble waiting their turn, refuse interactive games or tasks, not be willing to work collaboratively. 15. Seeks help where necessary The pupil: • seeks attention from the teacher when

appropriate; • works independently unless a problem

arises that cannot be solved without the teacher’s help.

A pupil may be unable to work independently, constantly seek help, have excessive demands, persist and nag, not seek information appropriately or ask relevant questions.

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The Initial Meeting Step 7

• The meeting should take place in school. A good time to hold the meeting would be at the end of the school day. The pupil can then return home with the carers when it has finished. Holding it in normal school hours could cause embarrassment for the child as they may be questioned by their peers.

• Carers and professionals should decide at the start of the meeting if it is appropriate for the child to attend the whole of the meeting or contribute towards the end.

• Encourage brief introductions. • The chairperson will need to clarify the purpose and aims of

the meeting. Run through the agenda. A suggested agenda is on the next page.

• A written summary of the significant information gathered would be helpful.

• Everyone should have the opportunity to have their say and offer some contribution to the solution to the issues.

• Suitable rewards strategies should be discussed for both school and home.

• At the conclusion everyone will need to be clear about what is to be done, by whom and by when.

• The pupil needs to know who the key member of staff is and when to report to them.

• A consistent approach both in school and out of school is necessary to affect a positive outcome.

• A record of the meeting will need to be sent to all those involved. Use the example which appears in this booklet after the suggested agenda.

• Pupils can have their targets recorded on the target sheet. This could then be put in their planners or another appropriate place they have access to.

• A date for the next meeting should be set. One every half term can work well although it could be called earlier if the need arises.

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PASTORAL INCLUSION PLAN

Suggested Initial Meeting Agenda

1. Welcome (to include finish time)

2. Purpose and aims of meeting

3. Introductions and apologies

4. What the student does well (Head of Year)

5. Analysis of staff questionnaires (SENCO)

6. Summary of behaviour log (Head of Year or Form Tutor)

7. Carer/family members or student comments

8. Contributions from others

9. Summary of meeting and target setting

10. Strategies to support targets including rewards

11. Monitoring and review arrangements

12. Dates of next meetings (interim and final)

13. Thanks

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The Pastoral Support Plan DATE OF INITIAL MEETING:

Name DOB

Form/Class Year

Attended Apologies

Main Points Arising

• • • •

General meeting notes:

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The Reviews Step 8

• Letters should be sent out in advance to remind all those involved of the date, time and place.

• The staff questionnaires should be distributed at least two weeks in advance. Staff should be encouraged to be honest but to focus on the positives.

• The carer questionnaire should be sent out with the letter but have a spare ready at the meeting.

• The pupil questionnaire should be completed shortly before the meeting.

• Review the targets at the meeting. • Focus on the positives and what is working. • Set new targets or re use some of the original ones if they

are either partially met or not met. • The idea of the meeting is to give the pupil the opportunity to

identify what has gone well, what effect that has had and how to replicate success.

• Regular reviews should be set until the point when the pupil is no longer under threat of exclusion. At this point the final review meeting should take place to enable an evaluation to take place.

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PASTORAL SUPPORT PROGRAMME 6 MONTH REVIEW MEETING

Date: ______________________________

Name of Student: ___________________________________ Class Group: __________

Present: __________________________________________________________________

Apologies: ________________________________________________________________

The PSP was set up on: _____________________________________________________

Have the targets been met Yes Partially No

Summary of Progress

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

New Targets. ______________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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The Final Review Step 9

• Letters should be sent out in advance to remind all those involved of the date, time and place.

• The staff questionnaires should be distributed at least two weeks in advance. Staff should be encouraged to be honest but to focus on the positives.

• The carer questionnaire should be sent out with the letter but have a spare ready at the meeting.

• The pupil questionnaire should be completed shortly before the meeting.

• Review the targets at the meeting. • Focus on what has worked and the positive changes that

have occurred in the pupil’s life. • Identifying what went wrong has a place, but of far greater

importance is to examine, replicate and develop what went right.

• This meeting would be a good opportunity to ask the pupil about their future plans and ambitions.

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PASTORAL SUPPORT PROGRAMME FINAL REVIEW MEETING

Date: ______________________________

Name of Student:: __________________________________ Tutor Group: ___________

Present: __________________________________________________________________

Apologies: ________________________________________________________________

The original PSP was set up on: _______________________________________________

Reviews were held on: ______________________________________________________

Have the targets been met Yes Partially No

The targets were:

1. _______________________________________________________________________

2. _______________________________________________________________________

3. _______________________________________________________________________

Suggested strategies were: ___________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Evaluation of Progress ______________________________________________________

_________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

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