1. Developing a Framework for Effective Support A Local Authority Approach Derrick Bruce Fife Council, Behaviour Support Service Manager 14 th 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 Effective leadership and communication Staff attitudes and skills Curricular flexibility and access Staffing levels and arrangements Buildings flexibility and access Effectiveness of integrated school support Effectiveness of external support services Parental supportPupil attitudes and skills

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