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GEST FUNDED PROJECT CATEGORY 6 ACTIVITY B PART 2
OBJECTIVE: TO RAISE THE SELF ESTEEM OF 10 PUPILS IN YEARS 7, 8, 9, 10, 11 : 50 IN TOTAL

Marple Hall School wishes to make a bid under this heading. We accept fully all the conditions involved. Our bid is based upon our understanding of our circumstances . We are a large School which was created by merging two schools in 1989. This changed the traditional socio-economic groupings and brought onto one campus two areas of extreme deprivation which have affected the critical mass of the community.

Every year group has a small group of disaffected pupils who indulge in low level disruption. Their activities have greater impact because the majority of pupils are still well motivated and well balanced and thus classroom management is only marginally affected. Long term the reverse is the case. We have had five years of the "new school" and it is apparent that classroom management needs to be addressed to meet the needs of these pupils. This has been a major theme for the past few years with support of the DIETS team. Regular meetings are held by Heads of Year to look at whole school strategies for handling individuals. A pilot project was set up with Stockport College and in 1995/6 we were involved in Compact. Each department has an SEN policy and a member of staff nominated to ensure liaison with SEN. The discipline policy was reviewed and procedures set up.

This bid reflects a confirmation of this process. Many of the proposals are cost neutral as they represent a continuation of School policy. The emphasis on Success Maker is to create a way in which these pupils can have a personalised programme to improve their basic skills. The main problem for the majority of our pupils is underachievement disguised by coping strategies to avoid being discovered by their peers. All of them have a talent and the majority some degree of interpersonal skills. We have parental support although this is unfocussed and ineffective in some cases. As far as possible these pupils are not excluded from School as they need the security of a stable community if they are to achieve any success. However we do need to improve our provision for them.
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
Whole staff INSET targeted on handling difficult pupils & addressing issues of staff who need to adapt methodology. Inset on classroom management - September Twilight DIETS Changes in classroom practice leading to fewer complaints re behaviour by analysis of incidents forms 1996/7 - 1997/98.
REVIEW DEADLINE
July

COST
300
J Cassidy
monitored by
M Slee
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
Look at initiatives researched under phase 1 Evaluate their practical application for us. New ideas absorbed increasing school effectiveness
REVIEW DEADLINE
September
A Simms
monitored by
M Cuckson
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
Pupils given a personal mentor in Years 10/11 Member of SMG given 4 each. This augments current programme Reduction in complaints re equipment homework and demeanour measured against incidents forms - good practice fed back through pastoral meetings for use in years 7,8,9.
REVIEW DEADLINE
May 30/ Monthly
D Parry
A Aspinall
A Simms
P Razey
M Slee
monitored by
J Kaczmarczyk
S Oldfield
M Cuckson
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
SEN Co-ordinator to work with HOY in identifying pupils and maintaining register in conjunction with pastoral advisor and discussion with Pendlebury 3 weekly meeting HOY and SEN to check through incident forms and referrals. Staff reminded of procedures. HOY to update registers. Individual Action Plans devised circulated and adopted by all staff involved. Staff increase number of referrals compared with previous year.
REVIEW DEADLINE
July 1
L Raoufi
G Brown
B Holden
H Farrell
S Oldfie
ldJ Kaczmarczyk
monitored by
A Simms
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
2nd in Departments to check that all work is appropriate for abilities. Review of KS3 materials for least able to be undertaken in Autumn Term New, better differentiated work produced - 2 per topic minimum
REVIEW DEADLINE
ongoing half-termly checks through monitoring
All 2nds in Departments
monitored by
M Slee -Bradshaw
P Razey - Isherwood
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
Improve basic skills by investing in Success Maker on the network, available to all but targeted at set up system - September/ October adjust timetable of individual pupils to allow regular access for all years, ideally, daily. Increase in basic skills and confidence based on previous years lists, programmes used.
REVIEW DEADLINE
December, March, July

COST
13789
A Aspinall - Science
R Cragg - English
M Bate - Maths
C Wilson - IT
monitored by
M Slee
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
Discipline Policy consistently applied All staff reminded and classrooms monitored Reduction of low level incidents
REVIEW DEADLINE
weekly
P Razey
M Slee
A Simms
monitored by
M Cuckson
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
15 day report to parents Head of Year activate Greater contact with parents than previous year
REVIEW DEADLINE
July 1
J Kaczmarczyk
A Simms
monitored by
M Cuckson
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
Maintain Year Social contexts All year groups have social outings - ensure that every Form Tutor is aware of the value and that positive attitudes ensure a placement. Increase from 80% - 100% take- up All Heads of Year
monitored by
A Simms -Isherwood
M Slee - Bradshaw
TARGET ACTION SUCCESS CRITERIA STAFF RESPONSIBLE
Year 6 Entries Liaison - Head of Year to be pro- active with priority schools More detailed information than previously re behaviour patterns and emotional needs.
REVIEW DEADLINE
September - March
D Whaite
monitored by
A Simms


The overall aim of this project was to raise pupils' self esteem. The objectives were:

A. To hold whole staff INSET on handling difficult behaviour

B. To provide a personal mentor to a number of Year 10/11 students (augmenting existing programme)

C. To develop links between the SENCO and Heads of Year in identifying and maintaining a register in conjunction with pastoral advisor and Pendlebury Staff

D. To check that work is appropriate for all abilities

E. To improve basic skills by investing in Successmaker

F. To ensure consistent application of the Discipline Policy

G. To introduce a "15 day report" to parents

H. To maintain Year Group social contexts

I. To improve links with Year 6.

The Project Director considered that all the objectives were met to some degree with the exception of `G'.

A. Staff development on managing behaviour

In February 1998, the Project Director held a whole-staff session on managing behaviour, based largely on what Ron Howarth had said at a Project Conference. The content was very practical and provided useful information and `tips' The session was considered very successful and staff found the information useful. This was an attempt to encourage all staff to reflect on their strategies, and was useful, "if only as a reminder to some staff'.

There were also three INSET sessions on classroom management given by Peter Hook.

There appears to have been a reduction in reported incidents since Christmas, but this has not been systematically analysed. If it is so, then the success criterion has been achieved. Classroom management skills have improved somewhat, again leading to a reduction in low-level incidents. Although there were some permanent exclusions from Years 10 and 11 over the year, these had occurred only after it was felt that the pupils could not be maintained in school any longer and after several other measures had been used to deal with their persistent, unacceptable behaviour.

There is a clear system for tracking incidents and dealing with disruptive behaviours. A Working Party has been formed, involving a range of staff, to discuss a revised Behaviour Policy. There has been a rejection of a `zero tolerance' approach and the new policy and practices will be developed in the coming year. The school has found it useful to learn about practices in other schools as a result of participating in the project.

B. Pupil mentoring

A number of students in Year 11 (particularly those identified as underachieving) have been given a personal mentor. The school (like many others) is particularly concerned by the number of disaffected, underachieving boys. In this system a senior member of staff acts as a mentor to five students whom they see every Tuesday morning, during registration period. The mentor chats informally, checks planners and course work and offers general encouragement. The scheme has been deemed a partial success in that one or two students did not attend the session despite reminders. Where they have attended, students have found it useful and when they can `cope' successfully they can leave the scheme.

C. Liaison between the SENCO and other services

The Heads of Year have worked very closely with the SENCO to identify and monitor students with EBD and there has been an increase in the number of referrals for EBD within the staged SEN procedures, thereby meeting the success criterion set by the school.

There appears to have been less contact with Pendlelbury, possibly because of their reorganisation, but also possibly because a member of staff who had had close contacts with the Centre, had left.

D. Differentiation of work at KS3

Reviews of teaching materials, particularly for the "least able" were constantly taking place across all subjects and differentiated work had been introduced. This was an attempt to reduce disaffection and disruption by providing an accessible curriculum.

E. Introducing Successmaker

The school had introduced Successmaker, although because of the SENCO's illness before Christmas, it has only been in use for two terms. It was introduced initially for Years 8 and 9 students and Year 10 is about to use it. It has proved to be more successful (and enjoyable) in Year 8 than Year 9. Year 9 pupils used the word `childish' to describe it, and felt it was `too young'. Thus there have been some reservations about using it for Year 10, but the Project Director will monitor its use.

He emphasised that the effectiveness of Successmaker in raising basic skills, confidence and therefore a more positive attitude to school could only be evaluated after 1 or 2 years. However, following the initial expense, this is an aspect of the project which can be continued without further resource implications.

F. Reporting to parents

The concept of a 15 day report to parents was no longer seen as a priority. If parents seek a report then the school can produce one in 14 - 48 hours.

G. Maintaining Social Contexts

All groups have a number of social outings in order to develop and maintain relationships, a school identity and motivation. These range from going bowling to European visits. Although there has not been 100% take up (the success criterion) there has been an increase in the number of students participating.

H. Liaison with Year 6

The SENCO and Head of Year 6 Liaison collected more information from primary schools than in previous years in terms of both the academic and emotional and social needs of new entrants. This has improved the possibility for earlier identification of students needing support.

Overall the school has moved towards integrating procedures for managing EBD and SEN.

The Project Director pointed out that the school's population had changed in recent years and there were more incidents of disruptive behaviours than some of the more long-serving staff had previously encountered. He believed that over the project year there had developed a "genuine feeling" among staff of wanting to improve the esteem, behaviour, attendance and academic standards of pupils.


Contacts


Allan Simms
Head of Isherwood Building
Marple Hall School
Hill Top Drive
Marple
STOCKPORT
SK6 6LA
Tel: 0161 427 7966
Fax: 0161 426 0931