Journey To Excellence
Working with partners to meet the needs of children and young people
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'We deploy two youth workers to support a small group of S1/S2 pupils who present behaviour difficulties during lunchtime. These workers engage with the pupils both in school and within an out-of-school programme overseen by a depute headteacher and a community education manager.' Secondary headteacher
| A school is good to the extent that… | A school is excellent to the extent that… |
|---|---|
| Most school staff have a good understanding of the needs of their pupils and how some of these would be best met through integrated approaches. They identify key aims and involve other professionals in delivering them. | School staff and other professionals involved in providing integrated services to children and community-based projects work together to identify local objectives which fulfil the specific needs of all the young people they serve. |
| Vulnerable pupils and their families receive positive emotional and educational support from the school and its partner agencies. They feel that their needs are understood. | Interagency working relating to care and welfare provides vulnerable young people and their families with a prompt service, as soon as possible after their needs are identified and well matched to these needs. Staff respond flexibly to the needs identified. All staff recognise their own roles in supporting all young people and in particular those who are vulnerable. |
| The school has effective transition arrangements, working in partnership with other local educational establishments. These arrangements focus on providing the personal support necessary for pupils to settle in well and approach their learning positively. | Staff ensure that individuals and groups, including the most vulnerable, are well supported and that their learning needs, in particular, are addressed throughout transitions. Young people experience coherent and progressive curricular programmes, consistent learning approaches and appropriate levels of challenge when they transfer from one establishment to another. |
| Staff organise wraparound care and cross-sectoral and out-of-school learning within the constraints of the existing arrangements or timetable. Wraparound care and out-of-school experiences are well organised and productive and part of a well-managed programme. | Staff build their planning of young people’s learning experiences and activities, the school day and, where relevant, the school timetable round the needs of individuals and groups, adjusting it to enable cross-sectoral and out-of-school learning when, where and in ways in which it most benefits pupils. |
| Links with some partners, community representatives and agencies are well established. Specific members of staff manage these links. | Leaders throughout the establishment engage actively with partners, community representatives and agencies and promote and support community partnerships. |
| Through flexible approaches to learning some young people participate in alternative curricular arrangements such as attending college to enhance their vocational and lifelong learning. Younger children may visit colleges for specific topic work and enterprise activities. | Partnership agreements with colleges include monitoring the progress of all pupils and prompt intervention to ensure pupils stay on track when things do not go according to plan. |