The Scottish Executive’s Joint Action Plan “Better Behaviour – Better Learning” stated the Discipline Task Group’s recommendation as an improvement strategy for secondary schools the Integration of Guidance and Learning and Behaviour Support structures. Scottish Borders Council echoed this recommendation in the 2002-2005 Education Improvement objectives for all schools following evaluation of integrated team working in the Authority’s New Community Schools. The school embraces these recommendations and on the 1st June 2004 a re-structured Pupil Support Team was created which blended Guidance and Learning and Behaviour traditional staff roles. A revised three House structure permitted the three Principal Teachers in each House to share a reduced caseload of approximately 400 pupils.

Rationale

We promote multi-disciplinary collaborative working to deliver high quality provision for meeting the emotional, physical and social needs of all our pupils. Robust joint working with external associated agencies forms the most effective basis for supporting those young people who are experiencing social, emotional and/or behavioural difficulties and ensures the care, welfare and protection of pupils.

By integrating Pupil Support the traditional Guidance, Learning and Behaviour Support and Additional Support Needs staff specialisms are blended under a new House structure arrangement to better support each pupil.

Aims

The aims of our Integrated Pupil Support Team(IPST) are:

 To provide high quality and effective support for all pupils
 To provide high quality and effective support for pupils experiencing social, emotional, behavioural and/or learning difficulties using a staged intervention approach
 To promote the highest possible attainment and achievement for each pupil
 To provide a framework for collaborative working of school staff, the cluster, parents and pupils and other agencies working together to plan, implement and review individual support activities and programmes

The imperative is to provide young people with “a sound foundation on which to base moral and ethical decisions and behaviour, which respect the dignity of themselves and others and the nature of the interdependent world in which we live”.
(The Heart of the Matter, Scottish Consultative Committee on the Curriculum).

Education for personal and social development occurs in a multiplicity of contexts within the school, as every teacher and all subjects contribute to the aims, in terms of qualities and skills. There is, however, a need for special focus programmes to ensure coverage of knowledge and understanding considered essential by schools, and which is unlikely to be covered elsewhere in the curriculum.

In Peebles High School, the programme is delivered by a team of nine Principal Teachers of Pupil Support. All pupils receive one period of PSE per week, from S1-S6. The programme includes personal, social, curricular and vocational/ careers education.

Each topic within the programme lasts for six weeks, approximately, although there is room for some flexibility within this. Many of the topics are repeated each year, on a “spiral curriculum”, which increases in sophistication as the pupil matures.

Policy into Practice

The main components of the IPST provision in Peebles High School

 PTs Pastoral Care
A high value is placed on the work of the Pupil Support Department. To enable this to operate effectively, a team of nine PTs Pastoral has been formed. This multi-disciplinary team with a range of skills and experience in ‘guidance’, behaviour and learning support has the overall responsibility for the day to day care and support of pupils.

 Senior Management Team
The SMT are individually and collectively committed to supporting the work of the IPST. A Depute Head leads each of the House Teams in the day to day operation.

 Pupil Support Team Teachers
Across the three houses, three Principal Teachers of Pupil Support have a particular responsibility for additional support, behavioural needs and learning support needs. Staff of the Pupil Support Department are involved in short term support within mainstream classes as required or for observations.

On enrolment, each pupil is allocated to one of three Houses and to a Pupil Support teacher who maintains contact with the pupil throughout his/her school career. This teacher is also responsible for the pupil’s personal, curricular and vocational guidance.

 Form Class Tutors
The Form Tutor is an important daily contact and an invaluable source of information to both the pupil and House staff. This relationship is maintained throughout the pupil’s school career.

 Additional Support Needs Staff
Formerly known as Learning Support Staff, support certain identified pupils within mainstream classes and also support within small groups within the Support for Learning Department. They work within the five roles of learning support:
 Co-operative teaching
 Consultancy
 Direct tuition
 Curriculum development
 Staff development

 Additional Needs Assistants (ANA’s)
Support identified pupils with specific learning needs both in mainstream and within small group situations. ANAs can also offer one to one support or act as a scribe for classwork or exams. ANAs ensure that each child has the appropriate notes from lessons and they will pass on work or homework for back-up support within the Pupil Support Team as well as passing on any concerns to relevant staff. ANAs escort children to classes and to extra curricular activities out-with the school day as well as attending to individual care needs e.g. toileting. ANAs take an active part in pupil review meetings where appropriate.

Pupil Peer Support:

S6 students are involved in a number of initiatives which offer support to younger pupils:

 Paired Reading: a lunch-time meeting which offers junior pupils extra practice in reading.
 Buddy Scheme: all S1 pupils are allocated a Buddy who meets weekly to support progress and act as a supporter through the early stages of S1.
 Anti-Bullying Council (ABC): a drop-in facility is available for pupils to discuss concerns about bullying. ABC members also assist in PSE classes.
 Classroom Supporter Role: students assist the Learning Support Department with pupils who have additional support needs or those who benefit from extra support.
 UP2U: a Peer Support programme focussed on drugs and alcohol issues. Pupils can be referred for support from an UP2U buddy.
 Lunch Club: Supporting junior pupils with homework and general study.
 Successmaker: computer based programme to develop literacy and numeracy skills for individuals.
 Young Persons Advocacy Scheme: funded by SBC through Locality Integration Team, Morag McDonald (Development worker) is setting up this service in conjunction with BIAS (Border Independent Advocacy Service) as a pilot over 15 months – May 2006 to July 2007.

We welcome feedback on our website - Email: enquiries.peebleshs@scotborders.gov.uk | Tel: 01721 720 291 | Fax: 01721 722 563