Untitled
Short Title:
Support staff in schools
Format:
Book
Publication Date:
Nov 30, 2004
Publisher:
National Children''s Bureau
Place of Publication:
London
Sources ID:
88611
Notes:
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Contents: Cover; Contents; Acknowledgements; Introduction; Why extra support is needed; Aims of this book; How the book is laid out; What did the project involve?; Who is this book for?; 1 Why promote emotional and social development?; 2 Support staff -- who they are and how they can help; Why have support staff in schools?; Key benefits; Time and expertise for pastoral care; Contacts with local agencies; A different relationship with pupils; Trust and clarity about confidentiality; Scope to work outside the school; Seeing the child in the context of family and community.; Opportunities to reflect on teaching and learningSupport tailored to the needs of children and communities; Staff with a range of backgrounds and skills; Staff who reflect the local community; Enthusiasm and innovation; 3 What schools can do tomake the best use of support staff; What helps?; A well-written contract or agreement; A positive attitude to pastoral support and PSHE; An inclusive school culture; A supportive senior management team; Integration of support staff into the whole-school team; Good communication; A clear referral system backed by regular meetings.; One key person chosen to liaise within the schoolOpportunities to work with all the school's children and young people; A suitable space; LEA-level, multi-agency training on PSHE and Citizenship issues; What hinders?; Lack of clarity about roles; Part-time support staff not feeling part of the school; Resistance from some managers and teachers; Inflexible timetable arrangements; Referrals channelled through one person; Lack of clarity about who works with whom; Support staff not included in LEA communications; Differences in pay, career structure and qualifications.; 4 Examples of good practiceCoordinated approaches; Case study one: Referral group at Sydney Stringer School and Community Technology College; Case study two: Learning mentors and Connexions PAs at Greenford High School, Ealing; Case study three: Connexions PA at Girls' Grammar School, Torquay; Other examples; PSHE and Citizenship in the curriculum; Case study four: The work of the learning mentor at the Ravenscroft School; Case study five: Learning mentors at Laisterdyke High School; Case study six: Connexions and the Real Game at Kesteven and Sleaford Grammar School, Lincolnshire.; Work on specific health issuesEmotional health and well-being; Sexual health and teenage pregnancy; Alcohol and other drugs; Transitions; Out-of-school activities; The RAGS Project; Connexions Leicestershire: Positive Activities for Young People and the U Project; Empowerment and participation; Encouraging young people in Leicester to participate; Peer mentoring at Highams Park School, Waltham Forest; Working with parents and carers; Learning mentors at Lidget Green Primary School, Bradford; Drop-in services; 5 Key messages for schools; References and further reading; Index.
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Geographic: Great Britain.
Note(s): Includes bibliographical references and index.
General Info: National bibliography no: GBB741237; GBB739885
Class Descriptors: LC: LB1027.5; Dewey: 371.4
Responsibility: Vanessa Cooper.
Vendor Info: Askews and Holts Library Services EBL - Ebook Library ebrary EBSCOhost ProQuest MyiLibrary Digital eBook Collection YBP Library Services (ASKH EBLB EBRY EBSC IDEB YANK)
Material Type: Document (dct); Internet resource (url); eBook (ebk)
Date of Entry: 20120528
Update: 20190510
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
This book highlights how support staff in schools, such as Connexions personal advisors and learning mentors, can help children and young people, enabling them to make the most of their education.