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					Initial Report – LEA co-ordinated Study Visit – Format Guide

Summary profile
Local Education Authority :                            Salford

Full Name of LEA visit leader :                        Peter Martin McNamara
E-mail address :
Reference and Title of Visit :                         SV092: social inclusion
(e.g. ‘SV001 : Teaching & Learning Strategies’)

Provider :                                             Central Bureau
Country / Region visited :                             Queensland, Australia
Types of schools visited :                             Primary, secondary, special, alternative
                                                       provision (the ‘Flexi’ school, the Alternative
                                                       School) detention centre, flying artists,
                                                       Moreton Bay Environmental School,
                                                       Queensland University, Queensland Youth
                                                       Justice Team.
Age of students observed :                             3 - 17
Language/s used:                                       English
                                                       To explore aspects of social inclusion and
Key Educational Purpose of the Visit:                  behaviour support.




Introduction
Intended aims of the visit:

To gain insight into the meaning of inclusion and the strategies adopted in Queensland to
promote inclusion.

To explore teaching and learning strategies which engage, motivate and challenge ALL pupils

To investigate approaches to behaviour management which promote inclusive outcomes

To discover how Education Queensland deals with those most at risk in schools, alternative
provision and in detention centres


Expected outcomes of the visit:

That the visit would shed light on these key issues facing all those dealing with young people
locally and nationally and that insights gained should inform future thinking and development
work in schools, pupil referral units and the Youth Offending Team.


How were these to be identified and recorded:

      Daily de-brief at motel
      Video record three times during the visit
      Personal written record
      Photographic record
      Post-visit meetings to reflect on lessons to be learned from the visit
Report of the experience
This section should reflect whether the visit was judged to be a success measured against the
intended aims and objectives, any innovative educational methods observed, any unexpected
outcomes, a brief comparison of educational systems observed etc.

In terms of the intended aims and objectives the group is of the view that the visit was a great
success:

 Apart from the much more relaxed approach to life in general, we didn’t learn a great deal in
  terms of approaches to teaching and learning which promote inclusion. However, large
  spacious classrooms in some schools, the use of support staff (librarians, guidance officers,
  resource officers…..) and the developing use of ICT did provide some interesting messages
  about how we might improve our practice.

 The system of Positive Behaviour Support described below, allowed the whole group to
  reflect on their approaches to behaviour management which in itself made the visit worth
  while.

 Similarly the group was deeply impressed by Professor Matt Saunders’ Positive Parenting
  Programme and would like to follow this up in a significant way.

 Given the thorny issue of secondary exclusions in the UK, the way it is handled in the
  Bayside District of Brisbane is in stark contrast to the way it is handled in many local
  authority areas and, indeed in the rest of Brisbane.


Evaluation
Summary of the key educational outcomes (3-4 outcomes)

The Salford team felt we and our colleagues could learn a great deal from the visit especially in
the following areas relating to behaviour management, parenting, exclusion and the role of
support staff.

Positive Behaviour Support is a multiple approach to behaviour management:

    It is based on the premise that both practically and philosophically punitive systems are
     doomed to failure.
    Traditional behaviour management views the individual as the problem and attempts to
     fix the individual.
    Positive Behaviour Support views systems, settings and skill deficiencies as the
     problem.
    PBS involves changing systems, altering environments, teaching skills, appreciating
     positive behaviour and is carried out by a collaborative team.

Positive Parenting Programme developed by Professor Matt Saunders, University of
Queensland:
    It is a unique multi-level intervention programme
    For the prevention and treatment of behavioural and emotional problems in children
    It aims to promote the independence and health of families by enhancing parents’
       knowledge, skills and confidence
    It offers positive, intensive training programmes for parents and children who have
       behavioural difficulties
    It introduces parents to strategies for building positive relationships with their children,
     encouraging desirable behaviour and teaching children new skills

Dealing with exclusions in Bayside District of Brisbane. The Senior Guidance Officer
explained the exclusion process in The Bayside District which has 7 secondary schools with
about 7000 pupils:

    3 or 4 exclusions a term. Reasons: Substance issues (30%), behaviour issues (30%).
     Competition with the private sector is an underlying reason.
    Exclusions are the collective responsibility of the secondary principals, overseen by a
     review officer.
    They meet monthly to determine where excludes will be placed.
    The whole process from exclusion to placement takes just 4 weeks.
    A’ league table’ is kept; the highest excluding school is committed to reduction.
    There are hardly any ‘unofficial’ exclusions.
    Multiple exclusions are extremely rare.

The role of support staff to deal with a range of behavioural and social issues. This had
two major benefits:

    It allowed the teacher to spend an increased amount of time teaching
    The additional personnel with specific roles could deal more effectively with pupils
     parents and other agencies


How can the findings be applied to the UK context?

All the above are capable of being translated into the UK context. For PPP and PBS it would be
necessary for schools and staff who are interested to attend a conference or seminar run by the
relevant people from Queensland, participate in training in PBS and PPP, and then undertake
development work in their schools. The big issue is how might this be funded. For other
applications see the next section.

How will you apply them to your work?

More immediately the group in their respective schools and respective roles ( 3 primary schools,
1 secondary school, the Youth Offending Team, Salford Pupil Referral Unit) will endeavour to
undertake the following:

    Adoption/adaptation of aspects of PBS and PPP where relevant in Pupil Referral Units
    Adapting the ‘victims of crime’ programme donated by the Youth Justice Team for use in
     PRUs and in the Youth Offending Team
    Provide staff with positive behaviour management skills training; modifying the current
     behaviour policy in line with PBS
    Defining more clearly the role of the learning mentor to support inclusive practice
    Making more effective use of adult support in ‘reading recovery’
    Raising awareness of Autism Spectrum Disorder in terms of early diagnosis and
     possible intervention strategies
    Exploring the possibility of an internet link to share projects and ideas in the creative arts


How do you now intend to disseminate the findings of your visit?
(e.g. staff meetings, articles for professional journals, presentations, web-sites etc.)

During June and July there will be presentations about the visit and its potential value at:

The Management Team of senior LEA officers including the Director of Education
The Inspection Advisory Service Extended Team Meeting
Salford Primary Headteacher termly meeting
Salford Primary Deputy Headteacher termly meeting
To the Governing Bodies of the 3 primary schools and the secondary school

Peter McNamara has put together a powerpoint presentation to support the process. It is
intended that this should be posted on the City website.

Proposals for future developments and continuing links?
(e.g return visits, shared projects, e-mail etc.)

Paul Shaw, Education Adviser and Distinguished Apple Educator, Education Queensland, will
be visiting Salford in early July. He will observe classes incorporating the use of ICT, visit,
Salford University Virtual Reality Centre, Salford’s City Learning Centres, and Granada
Learning.

The group is keen to maintain links with Positive Parenting Programme and Positive Behaviour
Support. Ideally would like to bring them over here to share their work with a much wider
audience. Is there any funding available for this?


General advice for other visitors to the country/region:
(e.g. Pre-visit preparation, useful sources of information, general cultural information,
climate, food etc.)

    Need to allow for sufficient leisure time
    Need sufficient variety of activity/visits during the stay to sustain engagement
    If stopping off for an extended period of time e.g. 12 hours in Singapore, then need
     accommodation for rest & sleep
    Support stockings for long haul flight
    Hire car rather than taxis
    Food and wine excellent value for money and magnificent quality: crab mornay, rib-eye
     beef with calamari and king prawns, barramundi Thai fishcakes and Jamieson Run
     chardonnay were some of the more memorable!
    Having a mixed group of primary, secondary, education officers… seemed to be a factor
     which contributed to the success of this most memorable trip.

				
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