The Individual within a Community - Effective Personalised Learning Janet Thompson HMI NAHHT conference July 2008

NAHHT July 2008 | 2 The brief You asked me to consider the variety of alternative provision and the ways that terms such as ‘individualised learning’ and ‘personalised learning’ are translated into best practice how we need to address personalisation and, at the same time, provide meaningful data to evidence progress any plans for PRUs from the DCSF which might affect our work

NAHHT July 2008 | 3 Overview The Individual within a Community - Effective Personalised Learning Desired outcomes leading provision design Planning an individual journey Is it working? Current White Paper ‘Back on Track’ will be woven into the content…25 July is the consultation deadline

NAHHT July 2008 | 4  135,000 children and young people pass through alternative education provision each year  How many of these have medical and mental health issues? National Context

NAHHT July 2008 | 5 PRU multiple-functions PRU single function Hospital school Outreach at school / home Vocational provision/training College e-learning ……. Alternative Provision

Determine the Outcomes

NAHHT July 2008 | 7 What do you believe?  “We believe in recognising and celebrating the journey of the individual”  ‘‘We don’t let the youngsters down by accepting second best’’  “A safe, happy and emotionally healthy environment is the foundation stone for learning”  “This is all about a fresh start and a second chance”  “We want to change culture into one where there’s mutual respect, humour and kindness”  “We aim to harness their rebellion powers and give them the skills to change the world” Headteachers (PRUs, mainstream and special schools) 2007

NAHHT July 2008 | 8 If we don’t get it right there are high personal and social costs  In 2006 only 1% of pupils in PRUs achieved 5 GCSE or equivalent at A*-C  Only 82% achieved 1 or more qualification.  Cost (to age 37) of failure to learn to read in primary school: £ £ £1.73BN - £2.05BN each year Long Term Cost of literacy difficulties? (KPMG 2006)

NAHHT July 2008 | 9 Outcomes  Academic achievement AND attainment?  Recognised qualifications?  Understanding the ‘ladder of achievement’?

NAHHT July 2008 | Vision  Able to communicate orally at a high level  Reliable, punctual and able to persevere  Know how to work with others in a team  Know how to evaluate information critically  Taking responsibility for and being able to manage one’s own learning and developing the habits of effective learning

NAHHT July 2008 | Vision  Know how to work independently without close supervision  Be confident and able to investigate problems and find solutions  Resilient in the face of difficulties  Creative, inventive, enterprising and entrepreneurial

NAHHT July 2008 | plus  Self esteem, feeling good about self?  Knowing how to make positive choices; having confidence to do so?  Enjoying an interesting life?  Reasonable (good?) relationships with family, friends, staff, employers?

Planning an individual journey

NAHHT July 2008 | 14 Child / Young Person Know their personal situation including time they are likely to be with you Acknowledge their previous learning and development Consider these in the context of progress most pupils make the levels of attainment most pupils have at a similar age opportunities post-school for most pupils

NAHHT July 2008 | 15 Child / Young Person Group – Family; Peer group know the context of groups they belong to acknowledge the group context of previous learning and development Consider the group contexts of the current and next stage

NAHHT July 2008 | 16 Group context Only around 60% of children say that their parents spend time talking with them or eating a meal with them ‘several times a week’ (lower than many countries in survey) (An overview of child well-being in rich countries UNICEF study 2007)

NAHHT July 2008 | 17 Child / Young Person Group – Family; Peer group Community know the context of the community they belong to acknowledge the community context of previous learning and development Consider the community context of the current and next stage

NAHHT July 2008 | 18 Context: aspects of community ‘behaviours and risks’ score by far the worst of the 21 countries (related to drinking, smoking, under-age sex and pregnancy, healthy eating, violence) (An overview of child well-being in rich countries UNICEF study 2007)

NAHHT July 2008 | 19  Curriculum appropriate for the next stage  Personal, social, health and economic education (to include development of social and emotional skills)  Citizenship What would yours be? Curriculum a minimum entitlement?

NAHHT July 2008 | 20 For a child or young person to succeed they need a ‘significant adult’ within their place of learning whose approval is important to them. Support care and guidance

Is it working?

NAHHT July 2008 | 22  Make the difference between attainment and progress very clear to all involved  Determine baselines  Agree the priority outcomes for the individual within the known timescales  Use past progress and current factors influencing progress to set challenge  Compare progress and types of intervention alongside time at the provision

NAHHT July 2008 | 23  Moderate targets with other staff within the provision.  Network with colleagues in other mainstream schools AND other similar provisions to moderate challenge  Rigorously challenge yourselves (why am I using this …?)

NAHHT July 2008 | 24  Do your pupils reach the outcomes that will help them make progress in the next stage?  are your teachers better prepared to teach children and young people of all abilities – do they have high expectations?  does your curriculum motivate, enthuse and prepare children and young people for the next stage?  is the care guidance and support you offer doing a good job in supporting access and achievement?  are your partnerships effective? - other professionals, local schools, other providers? What should we be asking?

NAHHT July 2008 | 25  “It’s a good thing for teachers to push you and they do here.”  “Sharing grades proves to your parents that you can do it and they start to be more proud of you”  “They kept nagging me to get my coursework done which was annoying but it showed they cared about me and wanted me to do well”  I couldn’t stop smoking – I’ve had lots of advice and support and I’m doing well, which helps me to stay in lessons much more  “They never gave up on me” Pupils’ views - inspections in 2007 and 2008 The views of children and young people