Supporting vulnerable young people to access learning through the Success Plus Centre
Authors
Browning, Ros
Issue Date
2009
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to develop preventative support for young people in order to allow them to succeed in class and reduce the number of students removed from lessons.
Aims: The main aim of this development work is to provide preventative support to young people in order to allow them to succeed in class and reduce the number of students regularly removed from lessons.
Methods: The participants in this case study are staff at Little Heath School, the Regional Adviser for Behaviour and Attendance, support staff, pupils, teachers, and external agencies. Methods used include providing small group/individual alternative to mainstream classes, counselling, one to one teaching, themed small group work, CPD approaches, drawing on research and expertise, and support from external agencies and senior management.
Findings: The main findings of this case study are that providing preventative support to young people, such as counselling, one-to-one teaching, and themed small group work, has been successful in reducing the number of students removed from class and developing their learning skills.
Implications: The findings suggest that providing preventative support to young people, such as counselling, one-to-one teaching, and themed small group work, can help them develop learning skills and reduce disruption to other students. CPD and resources are essential for successful implementation.
Aims: The main aim of this development work is to provide preventative support to young people in order to allow them to succeed in class and reduce the number of students regularly removed from lessons.
Methods: The participants in this case study are staff at Little Heath School, the Regional Adviser for Behaviour and Attendance, support staff, pupils, teachers, and external agencies. Methods used include providing small group/individual alternative to mainstream classes, counselling, one to one teaching, themed small group work, CPD approaches, drawing on research and expertise, and support from external agencies and senior management.
Findings: The main findings of this case study are that providing preventative support to young people, such as counselling, one-to-one teaching, and themed small group work, has been successful in reducing the number of students removed from class and developing their learning skills.
Implications: The findings suggest that providing preventative support to young people, such as counselling, one-to-one teaching, and themed small group work, can help them develop learning skills and reduce disruption to other students. CPD and resources are essential for successful implementation.
Description
Keywords (free text)
Secondary education , Behaviour and attendance , Social and Emotional Aspects of Learning (SEAL)