Terry Ashton Adviser (Guidance and Careers)

Terry Ashton

Adviser (Guidance and Careers)

www.aberdeen-education.org.uk/guidance/downloads

happysafe

do well at school and in life

1968

Guidance in Scottish Secondary SchoolsSED

1986

More Than Feelings ofConcern

CCC

1993

Guidance: a Developmental Approach

Grampian Region

1993

Personal and SocialDevelopment 5-14

SOED

1995

The Heart of the Matter

Scottish CCC/SOED

1996

Effective Learning andTeaching: Guidance

SOEID

1998

Taking a Closer Look at Guidance

SOEID/Audit Unit

1999

New Community Schools

Report on progress 2004

2000

Making theDifference

GTCS

2000

At the Heart of Education

GTCS

2001

BETTER BEHAVIOURBETTER LEARNING

Better Behaviour Better Learning

19. Schools should give consideration to integrating the work of learning support, behaviour support and guidance into a single overall framework of pupil support in order to achieve a more holistic approach to supporting the needs of all children and young people.


19. Schools should give consideration to integrating the work of learning support, behaviour support and guidance into a single overall framework of pupil support in order to achieve a more holistic approach to supporting the needs of all children and young people.


21. There should be a comprehensive review of the nature and purpose of guidance, both at primary and secondary school levels, and of the training of guidance staff.


21. There should be a comprehensive review of the nature and purpose of guidance, both at primary and secondary school levels, and of the training of guidance staff.

NATIONAL REVIEW GROUP

NATIONAL REVIEW GROUP

reportFebruary 2005

• describes common principles for the development of personal support in all schools

• sets out a standard of support for pupils

• clarifies the roles of school staff and authorities in the provision and development of support for pupils

• recognises the role of partner agencies in supporting pupils and assisting staff in schools to provide support

• points to current practices in Scotland which exemplify different approaches for providing personal support in schools

teachers make a difference to the lives of children and young people

take time

really get to know youngsters

respond sensitively to them as individuals

help them develop as rounded individuals

be aware of their talents and abilities.

help youngsters cope and develop resilience.

caring, co-operation and collaboration modelled by all staff

school ethos of security, acceptance and recognition of achievement.

where support is the norm, challenges are prevented from becoming entrenched problems.

persistent, deliberate effort to work with youngsters to help them resolve challenges they experience

involve parents and other agencies in support of youngsters

education, welfare and support are complementary processes.

To enable all young people

to become


to become

confident individuals


to become

successful learners confident individuals


to become


responsible citizens


to become


responsible citizens effective contributors


to become



motivation self-awareness

To enable all young people to

become



self-management social competence



become






become






become




10 standards for personal support

Review of Individual Progress

Access to support

Learning for Life


Learning for Life


Learning for LifeLearning for Life

•PSE / EPSD

•decision-making

•participation & citizenship



Access to support

Learning for Life






•regular review of progress

•transitions

•planning for the future



Access to support

Learning for Life


Access to support


Access to support

Access to support

•support role of all staff

•partnership working

•confidentiality

•time & space

implementation

implementation of

“happy, safe and achieving their potential”

Personal Support in Schools

• 3 year national project

• £200,000 per year


aims• promote the importance of personal

support


aims• promote the importance of personal

support• support all LAs and other agencies to

develop the ten standards described in Happy, Safe and Achieving Their Potential


aims• promote the importance of personal support• support all LAs and other agencies to

develop the ten standards described in Happy, Safe and Achieving Their Potential

• disseminate understanding and practice


aims• encourage an understanding of partnership

working


aims• encourage an understanding of partnership

working• encourage an understanding of how other

strategic developments relate to personal support


• appointment of Development Officers

Gill Scott, Ellon AcademyJohn MacBean, Hazlehead Academy


what we are doing

• appointment of Development Officers• establishing national network


what we are doing

• appointment of Development Officers• establishing national network• collating practice in personal support


what we are doing

• appointment of Development Officers• establishing national network• collating practice in personal support• national communications


what we are doing

• setting up communications with personal support agencies


what we are doing


• practitioners’ toolkit


what we are doing


• practitioners’ toolkit• organising conferences and seminars


what we are doing

implementation of“happy, safe and achieving their potential”


thank you for listening


www.aberdeen-education.org.uk/guidance/downloads

implementation of“happy, safe and achieving their potential”



Documents

Terry Ashton Adviser (Guidance and Careers)