Y Cyd-destun Cenedlaethol The National Context Graham Davies Yr Is-adran Cymorth i Ddysgwyr Support...

Y Cyd-destun Cenedlaethol

The National Context

Graham Davies Yr Is-adran Cymorth i Ddysgwyr

Support for Learners Division

www.cymru.gov.uk

www.cymru.gov.uk

Ymddygiad a Phresenoldeb

Behaving and Attending

• Adolygiad Cenedlaethol o Ymddygiad a Phresenoldeb, Mai 2008

• Cynllun Gweithredu, Mawrth 2009

• National Behaviour and Attendance Review, May 2008

• Action Plan, March 2009

www.cymru.gov.uk



• Camau a gyflawnwyd:– Deddfwriaeth newydd ar ymddygiad a disgyblaeth– Ymyriad Diogel ac Effeithiol

• Canllawiau newydd ar Ddefnyddio Grym Rhesymol• Canllawiau a phwerau ar Chwilio am Arfau

• Actions completed include:– New legislation on behaviour and discipline– Safe and Effective Intervention

• New guidance on Use of Reasonable Force • Searching for Weapons powers and guidance

www.cymru.gov.uk

• Camau a gyflawnwyd (parhad):– Fframwaith Presenoldeb

Cymru Gyfan– Codau presenoldeb

newydd – Symudiadau Wedi’u Rheoli– Llawlyfr Grwpiau Anogaeth– Llawlyfr Rheoli Ymddygiad

– Uwchradd– SEAL Cymru – Ymchwiliad i broblem

ymddieithrio

• Actions completed (continued):– All-Wales Attendance

Framework– New Attendance Codes– Effective Managed Moves– Nurture Groups Handbook– Behaviour Management

Handbook – Secondary– SEAL – Welsh version – Enquiry into

disengagement



www.cymru.gov.uk

The Education and Inspections Act 2006 (Commencement No. 6) (Wales) Order

2010

Section 88 – 96 relate to school discipline, Behaviour and exclusion

97 – 99 parenting contracts and orders

102 reintegration interviews

108 extend police powers to remove truants frompublic places

www.cymru.gov.uk

Changes to Inclusion and Pupil Support Guidance

Increased powers for discipline

• Legal powers of staff • Behaviour and conduct outside of

school • Confiscation• Detention

www.cymru.gov.uk

Changes to Inclusion and Pupil

Support Guidance

Increased Engagement

• The role of the governing body

• Consultation

• Reintegration interviews

www.cymru.gov.ukwww.cymru.gov.uk

Mae Addysgu’n Gwneud Gwahaniaeth

Teaching Makes a Difference

‘…Bydd y cam nesaf yn canolbwyntio ar ganlyniadau a gwella ymddygiad er mwyn codi safonau. Bydd pob athro newydd gymhwyso yn dilyn modiwlau datblygu mewn rheoli ymddygiad fel rhan o'u proses sefydlu…’

‘…The next phase will concentrate on outcomes and improving behaviour to raise standards. All newly qualified teachers will undertake development modules in behaviour

management as part of their induction process…


‘…Bydd data presenoldeb yn cael ei gwestiynu'n llym fel elfen allweddol o broffil cyhoeddus blynyddol newydd ysgolion…’

‘…Attendance data will be rigorously interrogated as a key element of the new annual public profile for schools…’

Mae Addysgu’n Gwneud Gwahaniaeth

Teaching Makes a Difference

www.cymru.gov.uk

425

450

475

500

525

550

575

Mea

n sc

ore

in R

eadi

ng (P

ISA

, 200

9)

PISABwriad i fod yn yr 20 uchaf erbyn 2015Mae angen gwelliant o bron i flwyddyn o addysgPerfformiad gwael ac amrywiaeth yn y canol

Aim to be in top 20 by 2015Needs improvement of close to one year’s schoolingWales has poor performance and average variation

‘Top 20’

www.cymru.gov.uk

Minister’s 20 actions – Moving Fair to Good

Intelligent Accountability4 Literacy Reading Test6 KS2 Assessment10 School profile and floor targets11 ESTYN and school closure14 Use of data

Leadership and Implementation1 Standards Unit2 Priorities, Implementation and Resources12 Federations13 Governor Training18 Statutory guidance of school

improvement and PLCs19 Consortia working, system leaders and PLCs

Enhancing Professional Practice

8 Professional accreditation: literacy and numeracy

9 Master’s in Teaching15 Performance Management16 Teacher Induction17 CPD and 3 SEF Priorities

Learning, Teaching and Curriculum

3 Foundation Phase4 Literacy5 Numeracy7 PISA skills20 Behaviour and attendance


Arweinwyr systemau yn ein consortia System Leadership in our consortiaTîm o’n penaethiaid gorau a’n prif Swyddogion Gwella Addysg, sydd â chontinwwm o wybodaeth, dealltwriaeth a sgiliau penodol, y bydd gofyn iddyn nhw weithredu ar nifer o lefelau a chyflawni amryw o dasgau.

A team of our best head teachers with our leading Education Improvement Professionals, with a continuum of specific knowledge, understanding and skills who will be required to operate at a variety of levels and undertake a range of tasks.


System Newydd i Gategoreiddio Ysgolion

New Banding System for Schools

•Blynyddol•Yn cael ei drafod•Seiliedig ar fesurau•Presenoldeb nid gwaharddiadau• O Fedi 2011• Cysylltiad gwell rhwng perfformiad a chefnogaeth

• Annual• Under discussion• Based on measures• Attendance not exclusion• From September 2011

• Better linking of performance to support

Gwaharddiadau parhaol yng Nghymru

Permanent Exclusions in Wales

0

50

100

150

200

250

300

350

400

450

500

2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10

Pe

rma

ne

nt

Ex

clu

sio

ns

Girls

Boys

Gwaharddiadau cyfnod penodol

Fixed-term exclusions

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

20,000

22,000

24,000

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Fix

ed

-Te

rm E

xc

lus

ion

s

5 days or few er

6 days or more

Chart 1: Secondary School Attendance in the UK

87

88

89

90

91

92

93

94

1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10

Per

cen

tag

e at

ten

dan

ce

Wales England Scotland N. Ireland

Attendance at primary schools

9292.5

9393.5

9494.5

9595.5

2006/07 2007/08 2008/09 2009/10

Wales

England

Scotland

N. Ireland


Cynllun Newydd

New Plan

‘…Bydd y cam nesaf yn canolbwyntio ar ganlyniadau a gwella ymddygiad er mwyn codi safonau. Bydd pob athro newydd gymhwyso yn dilyn modiwlau datblygu mewn rheoli ymddygiad fel rhan o'u proses sefydlu…’

‘…The next phase will concentrate on outcomes and improving behaviour to raise standards. All newly qualified teachers will undertake development modules in behaviour

management as part of their induction process…


Cynllun Newydd

New Plan

‘…Bydd data presenoldeb yn cael ei gwestiynu'n llym fel elfen allweddol o broffil cyhoeddus blynyddol newydd ysgolion…’

‘…Attendance data will be rigorously interrogated as a key element of the new annual public profile for schools…’


Cynllun Newydd – 3 adranNew Plan – 3 sections

•Hyfforddiant a Datblygu•Safonau ac Atebolrwydd•Ymagwedd holistig at gefnogaeth unigol ac anghenion dysgu ychwanegol

•Training and Development •Standards and accountability •A holistic approach to individual support and additional learning needs


Cynllun Newydd – H a D

New Plan - T and D

•Modiwlau HCA, Cynefino a DPP•Cyllid i hyfforddiant rheoli ymddygiad•Datblygu fframwaith dadansoddi presenoldeb•Fframwaith H a D a Gyrfaoedd i’r GLlA•Dulliau Adferol

• Modules for ITT, Induction and CPD

• Behaviour Mgt Training funding

• Develop attendance analysis framework

• T and D and Career Framework for EWS

• Restorative Practices


Cynllun Newydd - SafonauNew Plan – Standards

•Meincnodi data ar waharddiadau

•Presenoldeb yn rhan o system categereiddio ysgolion

•Sgyrsiau gyda’r ALlau

•Exclusions benchmarking

•Attendance in school banding system

•Discussions with LAs


Cynllun Newydd – Gweithredu Holistig

New Plan – Holistic approach

•Dysgu o’r cynlluniau peilot Ymddygiad a Phresenoldeb / Anghenion Dysgu Ychwanegol•Adolygiad o Addysg Heblaw yn yr Ysgol a’r cynllun gweithredu

•Learning from B and A / ALN Pilots •Review of EOTAS and Action Plan


Review of EOTAS and Action Plan

•Communications and Staff Development•Funding•Management and Organisation•Standards and Commissioning



•Communications and Staff Development– Develop ways of sharing good practice– Ensure EOTAS staff involved in T and D

developments– Enhance methods of communicating with PRU staff

nationally



•Funding– Amend funding formulae to include EOTAS pupils– Undertake one-off research on full-time provision for

excluded pupils and reintegration rates. To include case studies.



•Management and Organisation– Develop EOTAS PLASC and tie-in to performance

framework for local authorities– Continue registration / deregistration system for PRUs

and regular audit– Make management committees statutory and issue

guidance– One-off research project (as above)



•Standards and Commissioning– New guidance on commissioning alt. curriculum– Consider how to embed EOTAS further in all-Wales

Programme– Minimum standards for EOTAS– Improve recording of attendance for dual-registered

pupils– Benchmarking framework – Use B and A pilots for national learning on reducing

numbers in EOTAS / improving reintegration / sharing of expertise



•Standards and Commissioning (continued)– Set out clearly the responsibilities of schools towards

pupils registered with them– Ensure needs of EOTAS pupils reflected in

development and implementation of national policies– Use additional learning needs pilots to consider how

best to provide for pupils with SEN to avoid their being placed inappropriately in PRUs and other EOTAS


Discussion

•What specific aspects need to be taken into account in implementing the individual actions in the EOTAS Action Plan ?

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