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Developing a Framework for Effective Support

Developing a Framework for Effective Support. A Local Authority Approach. Derrick Bruce Fife Council, Behaviour Support Service Manager 14 th March, 2006. Background. A key priority of the Council – to better meet the needs and aspirations of all our young people

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Developing a Framework for Effective Support

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  1. Developing a Framework for Effective Support A Local Authority Approach Derrick Bruce Fife Council, Behaviour Support Service Manager 14th March, 2006

  2. Background A key priority of the Council – to better meet the needs and aspirations of all our young people • Significant change in the contexts in which schools work • Changes in society – the structure of families and communities • Social exclusion and disaffection – including with young people • Emancipation of young people

  3. Vision Improved outcomes, particularly educational outcomes, for all children and YP including the most vulnerable 20% of the schools population. This means transformational change.

  4. Assumptions • Schools can and do make a difference to behaviour • Schools have aspirations to help all their young people achieve • Schools cannot deal with the broad range of causes of disruption alone. Partnership, multi-agency work is essential.

  5. Key Drivers of Transformational Change – Becoming Fit for Purpose • ASL legislation – effective planning for all young people • A Curriculum for Excellence • Better Behaviour - Better Learning • Inclusions Strategy • Behaviour and Discipline Strategy Defining principle – getting it right for all

  6. 9 Key Ingredients for Inclusion in Schools

  7. A Range of Support for Schools ASL/Behaviour Support • School support (19) • Area support (5) • Central support (2) • Flexible support

  8. Support for Schools (Multi-Agency) • School Liaison Groups • Joint Action Teams • QM/Dev Planning • Themed Reviews – Inclusive Schools

  9. Building Capacity ‘Schools Fit for Purpose’ • Individual Capacity • Whole School Capacity • Service/Corporate/Partnership Capacity

  10. Building Capacity (2) • CPD • Staged Intervention • Restorative Practices • Cool in School • Making a Difference • Flexibility in the Curriculum – tradeable achievements  sustainable progress is required  not one size fits all  a systemic approach to whole school practice

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