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welcome backto the

National NetworkPersonal Support in

Schools

29 November 2007

Personal Support in Schools:

Implementation of Happy Safe and Achieving Their Potential

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upgrading to first class

Terry AshtonAdviser (Guidance and Careers)

Aberdeen City Council

Personal Support in Schools:

Implementation of Happy Safe and Achieving Their Potential

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what I’ll speak aboutwhat I’ll speak about• relationship of HSAP with

Curriculum for Excellence and Journey to Excellence

• what we can all do now in our own authorities

Personal Support in Schools:

Implementation of Happy Safe and Achieving Their Potential

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……….IT’S THE LATESTADVICE ON MANAGING PAPERWORK

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outcomes: 4

capacities

learning process

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supported by

outcomes: 4

capacities

learning process

PERSONAL

SUPPORT

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supported by

outcomes: 4

capacities

learning process

PERSONAL

SUPPORT

supported by

supported by

outcomes: 4

capacities

learning process

PERSONAL

SUPPORT

supported by

supported by

outcomes: 4

capacities

learning process

PERSONAL

SUPPORT

supported by

supported by

outcomes: 4

capacities

learning process

PERSONAL

SUPPORT

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the 10 standardsthe 10 standards

review of individual progress

access to support

learning for life

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supported by

review of individual progress

access to support

learning for life

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learning for life

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supported by

learning for life

1. PSE

2. information for decision-making

3. participation & citizenship

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review of individual progress

access to support

learning for life

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supported by

review of individual progress

4. regular review of progress

5. transitions

6. planning for the future

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review of individual progress

access to support

learning for life

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access to support

7. support role of all staff

8. coordination of partnership working

9. confidentiality10.time & space

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the 10 standardsthe 10 standards

review of individual progress

access to support

learning for life

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supported by

outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

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supported by

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1 PSE

3 citizenship &

participation

4 reviewing progress

5/6 transitions & future planning

7/8 provision of support

9 confidentialit

y 10 time & space

2 decision-making

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outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

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supported by

outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

courses & programm

es

•build emotional, social and personal issues into all curricular areas

•integrated courses

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outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

courses & programm

es

personal support

role of all• relationships and teaching

approach• noticing• knowing how to seek further help

If we taught children to speak like we teach them “subjects”, what

would happen?

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supported by

outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

courses & programm

es

PERSONAL SUPPORT

personal support

role of all

specialist

personal

support

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supported by

outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

courses & programm

es

PERSONAL SUPPORT

personal support

role of all

specialist

personal

support

barriers to learning

poor experiences of school

relationship difficulties

truancy

bullying

peer pressure

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supported by

outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

courses & programm

es

PERSONAL SUPPORT

personal support

role of all

specialist

personal

support

barriers to learning

missing a significant amount of schoolcan’t catch up so give up

can’t figure out what’s going on

parenting problems

moved home often

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supported by

outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

courses & programm

es

PERSONAL SUPPORT

personal support

role of all

specialist

personal

support

barriers to learning

difficult personal circumstances

family circumstances

looked after

parenting problems

moved home often

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supported by

outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

courses & programm

es

PERSONAL SUPPORT

personal support

role of all

specialist

personal

support

barriers to learning

particular learning needs & difficultiesnot recognised

not dealt with

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supported by

outcomes: 4

capacities

learning process

staff

10 dimension

s ofexcellence

courses & programm

es

PERSONAL SUPPORT

personal support

role of all

specialist

personal

support

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why personal why personal support?support?• to help youngsters get the

most out of the school curriculum

• to help youngsters to learn how to support themselves (personal development)

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learning how to learn

the main business of school

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make sure people know they’re doing a good job

so now what?so now what?

how can you move things forward?

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lots of good practice around – so

• tell us so we can share it

• encourage others to use it

so now what?so now what?

how can you move things forward?

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• speak to everyone about personal support

• get personal support into teaching and learning policies in schools

• initiate discussion of personal support in any CfE forum

so now what?so now what?

how can you move things forward?

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• get personal support regularly onto agendas of departmental & other meetings

• invite teachers to work with you

• tell everyone about our website

so now what?so now what?

how can you move things forward?

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• keep mentioning the centrality of personal support to CfE

• demonstrate the connections between personal support, CfE, JtE, enterprise, citizenship etc

so now what?so now what?

how can you move things forward?

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• speak at authority meetings and CPD about personal support

• remember …. you are the

“champion” in your authority

so now what?so now what?

how can you move things forward?

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download download presentationpresentation

www.aberdeen-education.org.uk/guidance/downloads

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www.aberdeen-education.org.uk/guidance/downloads

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websitewebsite

www.ltscotland.org.uk/personalsupportinschools

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thank you for

listening

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supported by

www.aberdeen-education.org.uk/guidance/downloads