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Contents Session leader information Aims 3 Aspects of leadership 4 Learning outcomes 5 Links 7 Session outline 8 Preparing to lead the session 9 Activities 11 Session review 21 Intersessional activities 22 Resource materials 44 Preparatory reading 45 Activity 1 Resource A 48 Activity 3 Resource A 50 Resource B 53 Intersessi o n a l a c t i v i t y 4 R e s o u r c e A 5 4 R e f e r e n c e s 5 6 A i m s T o d e v e l o p f u r t h e r u n d e r s t a n d i n g o f w h a t w e m e a n b y c o m m u n i t y T o e x p l o r e t h e r e l a t i o n s h i p b e t w e e n c o m m u n i t y , b e h a v i o u r a n d a t t e n d a n c e T o a p p r e c i a t e w h a t w e m e a n b y a b o n d e d c o m m u n i t y a n d t h e b e n e f i t s o f b r i d g i n g t o s e r v i c e s , a g e n c i e s a n d o t h e r c o m m u n i t i e s T o e x p l o r e w h a t a n e d u c a t i o n a l s e t t i n g t h a t i s r o o t e d i n i t s c o m m u n i t y l o o k s l i k e . T o a p p r e c i a t e h o w t h i s c o u l d b e a c h i e v e d a n d t h e p a r t s d i f f e r e n t p e o p l e c a n p l a y i n a c h i e v i n g t h o s e p o s s i b i l i t i e s ? T o u n d e r s t a n d t h e i m p l i c a t i o n s o f a g e n u i n e c o m m u n i t y f o r t h e r o l e o f l e a d e r i n b e h a v i o u r a n d a t t e n d a n c e , a n d t o c o n s i d e r w h a t t h i s m e a n s f o r l e a d e r s h i p s t y l e s w i t h i n b e h a v i o u r a n d a t t e n d a n c e T h e a i m s f o r t h i s s e s s i o n a r e o n s l i d e 2 A s p e c t s o f l e a d e r s h i p T h e s t u d y o f t h i s t o p i c w i l l h e l p y o u t o r e f l e c t o n t h e f o l l o w i n g : W h a t d o e s c o m m u n i t y l e a d e r s h i p m e a n ? W h a t i s t h e r o l e o f t h e s p e c i a l i s t l e a d e r i n b u i l d i n g a n e f f e c t i v e c o m m u n i t y ? H o w c a n l e a d e r s h i p b e d i s t r i b u t e d w i t h i n t h e c o m m u n i t y ? H o w c a n l e a d e r s h i p b o n d t h e c o m m u n i t y a n d b r i d g e t o o t h e r a g e n c i e s ? H o w c a n l e a d e r s h i p b e e n c o u r a g e d a n d u s e d t o d e v e l o p s h a r e d v a l u e s , p r i n c i p l e s a n d b e l i e f s a b o u t t h e r o l e o f c o m m u n i t y ? H o w c a n l e a d e r s h i p e n a b l e e f f e c t i v e c o m m u n i c a t i o n w h i c h v a l u e s t h e o p i n i o n s o f o t h e r s a n d s t r i v e s f o r m u t u a l u n d e r s t a n d i n g ? W h a t d o e s t h e s p e c i a l i s t l e a d e r n e e d t o d o t o s u p p o r t t h e c o m m u n i t y t o p r o m o t e p o s i t i v e b e h a v i o u r a n d f u l l a t t e n d a n c e i n e d u c a t i o n a l s e t t i n g s ? Y o u w i l l w a n t t o s h a r e this information with the group Learning outcomes The study of this topic will contribute to the achievement of the following learning outcomes: At level 3 Unit 3.1 3.1.2 Describe the vision and values inherent in a person-centred approach to whole school/setting management 3.1.3 Describe the personal values and beliefs which could affect a person centred approach to behaviour and attendance Unit 3.3 3.3.2 Explain the importance of having shared values and beliefs in leading improvements in behaviour and attendance 3.3.3 Describe the ethical principles and values which have been identified as relating to behaviour and attendance, and how they underpin good policy and practice in working with children/young people 3.3.4 Explain the importance of policies and practice which address equality of opportunity, race equality, and promotion of diversity in the context of behaviour and attendance and how they contribute to the role of team leaders in promoting positive behaviour and full attendance Unit 3.8 3.8.3 Explain the role of the specialist team leader of behaviour and attendance in encouraging teams to apply recognised good practice to their approach and practice You will want to share this information with the group Learning outcomes The study of this topic will contribute to the achievement of the following learning outcomes: At level 4 Unit 4.1 4.1.2 Explain how the vision and values inherent in a person-centred approach can impact on a whole school/setting management and improvement policy 4.1.3 Analyse the impact of personal values and beliefs and how they could be influenced to be more person-centred and inclusive 4.1.4 Evaluate and explain the ethos and values of own environment, including the wider community, and consider what needs to be done in order to implement a more person-centred, inclusive approach to behaviour and attendance 4.1.5 Analyse the role of the Lead Behaviour Professional/Specialist Leader of behaviour and attendance in influencing senior managers and subject leaders in schools/settings to understand and implement a policy of social inclusion and reinforcing positive behaviour, and how that can impact on whole school/setting improvement Unit 4.3 4.3.3 Explain how specialist leaders of behaviour and attendance can lead the development of a shared vision across the whole community 4.3.5 Analyse the values and beliefs of the community in which they work 4.3.6 Explain how they would contribute to the development and promotion of policies and practice which address equality of opportunity, race equality, and promotion of diversity in the context of behaviour and attendance Unit 4.8 4.8.3 Explain the role of the specialist leader of behaviour and attendance in using recognised good practice to inform the development of policies and approaches in the environment in which they operate 4.8.4 Recommend strategic approaches and interventions that might address the causes of and promote positive behaviour and full attendance You will want to share this information with the group Links to national behaviour and attendance strategies On page 56, you will find references to relevant DfES professional development materials. Links to NPSLBA materials 2c Teaching social, emotional and behavioural skills 2h Leading staff development in social, emotional and behavioural skills 3a Underlying causes of challenging behaviour and poor attendance 6b Working with parents and carers You will want to share this information with the group Session outline Previous session Review of intersessional activities 10 minutes Overview The influence of communities on behaviour and attendance 10 minutes Discussion of the reading and preparatory activity Aims Links Activities 1 hour 45 minutes 1. Looking back on the future From identifying a need to a perfect community 40 minutes 2. Linking community, leadership, behaviour and attendance First step to achieving our perfect community 30 minutes 3. Building the social capital to bond the community the role of leadership Second step to achieving our perfect community 35 minutes Session review Selecting intersessional activities 20 minutes Forward look 5 minutes Total time 2 hours 30 minutes Overview These study materials will help participants to understand, and lead others with whom they work, to understand: The role of community to develop clear thinking about the issues surrounding behaviour and attendance To recognise the potential of community in achieving positive outcomes for all Positive behaviour and full attendance are essential elements in improving the life chances of children and young people. Educational settings can best achieve this by working in partnership with the local community. Through exploration of this topic participants will develop a greater awareness of what this could look like in practice. You could use slide 3 to introduce the session Preparing to lead the session To do before the sessionCheckFamiliarise yourself with the content, session leader notes and delivery methods for this topic. You will want to adapt the materials to suit the needs of your groupPrepare the necessary resources.Arrange any visitors or speakers as necessaryEnsure that the group have access to the pre-reading and any additional preparatory activity prior to the session.Ensure that the group have access to the intersessional activities prior to the sessionEnsure the group have information regarding when and where the session will take place. You may have already provided this in the forward look at the previous sessionDuring the sessionComplete the attendance record and send to your regional coordinatorThe previous session leader will review intersessional activities from the previous topicFocus the attention of the group on the key questions that will help them gain most benefit from the session. These questions will also help focus reflection in the reflective logIntroduce the activities and take feedbackReview the learningLead the group in a discussion about the intersessional activities and ensure they understand the options. Encourage group members to reflect on each section of the Framework for evaluating options and to complete the section My next three steps areEnsure the group complete and return the session feedback form to the Regional CoordinatorFollow up Collate and distribute any material that you have agreed to circulateReflect on your role as session leader in your reflective logAt the beginning of the next meeting you will have a 10 minute slot to review intersessional activities with the group and to share ways in which learning might be further developed. EquipmentCheckData projector and screen or interactive whiteboardPresentation slidesFlipchart and marker pensSticky notesRefreshments ResourcesCheckPreparatory readingPreparatory activity Why community?Activity 1Resource A Looking back on the futureActivity 3Resource A Account of practiceResource B A framework for reviewing and improving communityIntersessional activity 5Resource A Leadership statements taken from Constructive Leadership by Linda Lambert Activities Intersessional activity review 13 Preparatory reading 14 Preparatory activity Why community? 15 Activities 1. Looking back on the future 16 2. Linking community, leadership, behaviour and attendance 18 3. Building the social capital to bond the community 20 the role of leadership Session review 22 You might want to adapt these activities, or use alternative activities, to help you meet the particular needs of your group Intersessional activity review Write each of the four headlines below on a large sheet of paper. Display these around the room. Read out the questions in full and allow the group five minutes to jot down their responses to each question on sticky notes. Ask group members to place each note under the appropriate heading. Allow the group a further five minutes to look at the responses of others in the group. In carrying out your chosen intersessional activity, were there any important leadership issues that arose? Leadership Issues Were there any organisational or structural issues that particularly supported you in, or prevented you from, carrying out the activity successfully? Organisational Issues Were there aspects of your own skills and knowledge that helped, or prevented you from carrying out the activity successfully? Skills and Knowledge What were the most successful and enjoyable aspects of your experience with the intersessional activity? What went well? After ten minutes move on to discuss the reading and preparatory activity for this topic Preparatory reading Instructions You will need to read the preparatory reading for background information (this can be found on page 46) Following your reading, reflect on the following: The influence of communities on behaviour and attendance The relevance of this reading on your current situation You should bring these notes with you to the cluster session. Preparatory activity Why community? Purpose The purpose of the preparatory activity is to enable participants to understand why community is fundamental to the improvement of behaviour and attendance. Resources Preparatory reading Activity 3 Resource A Account of practice Instructions Reflect on the current status of your own community and explore the potential difference community can make to pupils behaviour and attendance. As a stimulus to carrying out this activity you will need to read the preparatory texts. Create a collage using photographs and press cuttings to produce an image of community within your own context. Write a brief reflective account of how your community promotes positive behaviour and full attendance. Focus on the following questions: What does your collage tell us about your community? What does your collage tell us about how your community helps to promote positive behaviour and full attendance? Which groups are represented in your collage and how do they contribute? What does your collage tell us about leadership within the community? In preparation for Activity 3, participants will need to have read the Account of Practice (Activity 3 Resource A) prior to the session. Activity 1 Looking back on the future 40 minutes Purpose To explore what a perfect community, one that was supporting all pupils to attend fully and behave well, would look like. Resources Resource A A vision exercise Looking back on the future (adaptation of work by Kathryn Riley Institute of Education, University of London and Karen Seashore Louis, University of Minnesota June 2004) Instructions Through the pre-session activity participants explored the current reality of the community in which they work and perhaps live, and its impact on adult and pupil behaviour and attendance. In this activity invite participants to respond to the following question: Imagine that your wildest hopes for the setting in which you work have become reality and it is now a thriving community in which all pupils are attending, behaving well and achieving their full potential, what would it look like? Using an adaptation of a vision exercise (produced by Riley and Louis) ask participants to explore what this perfect community looks like, who was involved, what people were doing and how leadership was evident. You could ask participants to compare the Vision exercise with the Miracle Question technique often used in solution-focused approaches. Ask participants to look back on the future using the following scenario as a stimulus: Looking back on the future The year is 2010. You and other members of the community are having a celebratory dinner, having received the first National Community Award for improving behaviour and attendance. You felt that you were on the right track five years ago, but none of you expected that your work would lead to becoming the national model for how to create a community that makes a real difference to behaviour and attendance for every pupil. You look around the table at the group, some of whom you barely knew five years ago, and begin to reflect on your successes This is a two-part activity. 1 (30 minutes) First ask the group to work in threes to collaboratively reflect on the following: R e f l e c t i o n 1 : I t s 2 0 1 0 . D e s c r i b e t h r e e i m p o r t a n t f e a t u r e s o f y o u r c o m m u n i t y , w h i c h y o u t h i n k h e l p e d i t t o w i n t h e a w a r d . R e f l e c t i o n 2 : Y o u k n o w t h a t w i n n i n g t h i s a w a r d m e a n t h a r d w o r k f o r e v e r y o n e . D i s c u s s t h r e e m a j o r c h a l l e n g e s y o u f a c e d a l o n g t h e w a y a n d h o w y o u o v e r c a m e t h e m . R e f l e c t i o n 3 : O n e p a r t i c u l a r p u p i l w h o s e a t t e n d a n c e a n d b e h a v i o u r w a s p o o r i n 2 0 0 5 h a s n o w b e c o m e a m o d e l m e m b e r o f y o u r c o m m u n i t y . W h a t m a d e t h e d i f f e r e n c e ? R e f l e c t i o n 4 : A l t h o u g h y o u d i d n t e x p e c t i t , y o u w e r e s i n g l e d o u t in the awards ceremony for the leadership role you played in helping transform your community. What did you do that caught the attention of the national award team? Describe the three most important things. Suggest that each group produce at least three statements for reflection. Display them appropriately around the room. Invite group members to view the statements and engage in personal reflection. 2 (10 minutes) This involves whole group facilitated discussion. Ask participants to prioritise what made the most difference in each case. It is your role as session leader to support the development of the debate and to capture the outcomes on behalf of the group. Activity 2 Linking community, leadership, behaviour and attendance 30 Minutes Purpose To begin to build a shared vision by clearly defining community leadership for behaviour and attendance. Instructions You will be familiar with the preparatory reading. This will provide an appreciation of the relevance of the questions provided for each step and the confidence to manage responses. Through activity 1 we have a sense of what a perfect community looks like. In activity 2 the group will now explore their understanding of community, leadership, behaviour and attendance and how these relate to each other. Ask the group to split into two halves and to take each of the focus words in turn, starting with community and to come to a common understanding of what community means. As they discuss each word group members will also be exploring how the ideas inter-connect and influence each other. Try to ensure that the two groups represent a mixed range of job families. 1. What do we mean by community? (10 minutes) Ask each group to nominate both a facilitator for the discussion, and a scribe to record important points. The scribe should write community on a large sheet of paper. Encourage each group to engage in a collaborative discussion to explore everyones understanding of community. Some participants are likely to provide practical examples to illustrate their definitions and these are most useful. The scribe will record all ideas on the paper. It is important that, as the session leader, you support each sub-group in their discussions. If needed, use the following questions to get people started. W h a t d o e s b e i n g i n a c o m m u n i t y m e a n f o r y o u ? W h a t g o e s o n i n y o u r c o m m u n i t y ? W h a t m a k e s y o u f e e l g o o d a b o u t b e l o n g i n g t o a c o m m u n i t y ? W h o i s i n v o l v e d i n t h e c o m m u n i t y ? 2 . W h a t d o w e m e a n b y c o m m u n i t y l e a d e r s h i p ? ( 1 0 m i n u t e s ) N e x t a s k t h e s c r ibe to add the word leadership using a different coloured pen. Each group now discusses their understanding of community leadership. It is important that each group explores leadership and discusses in what ways community leadership may be different. The scribe should record the discussion on behalf of the group. Useful questions to prompt discussion: W h a t i s y o u r c u r r e n t e x p e r i e n c e o f l e a d e r s h i p ? H o w d o y o u c o n t r i b u t e t o l e a d e r s h i p i n y o u r s e t t i n g ? W h a t a r e t h e d i f f e r e n c e s b e t w e e n e d u c a t i o n a l s e t t i n g a n d c o m m u n i t y l e a d e r s h i p ? W h a t d o w e u n d e r s t a n d b y c o m m u n i t y l e a d e r s h i p f o r b e h a v i o u r a n d a t t e ndance? (10 minutes) Ask the scribe to add the words behaviour and attendance to the list, using a third coloured pen. In the same way as before the group explore their understanding of behaviour and attendance and how it is influenced by community leadership. Again the discussion should be recorded. Useful questions to prompt discussion: How can the community support the improvement of behaviour and attendance? W h a t k i n d o f l e a d e r s h i p h e l p s i m p r o v e b e h a v i o u r a n d a t t e n d a n c e ? W h a t d i f f e r e n c e c a n t h e c o m m u n i t y a n d i t s l e a d e r s h i p m a k e t o b e h a v i o u r a n d a t t e n d a n c e ? P l e n a r y ( f i v e m i n u t e s ) C o n c l u d e t h e a c t i v i t y w i t h a s h o r t p l e n a r y i n w h i c h e a c h g r o u p i s a s k e d t o present their ideas to the other participants. Following each presentation you should summarise key points and draw together consistent viewpoints. Group members might like to have copies of the notes made by scribes, if so, you should arrange this. Activity 3 Building the social capital to bond the community the role of leadership 35 Minutes Purpose To promote understanding of the role of specialist leaders in creating an effective community that supports learning and promotes positive behaviour and full attendance. Resources Resource A Account of practice Resource B A framework for reviewing and improving communities Instructions In this activity the group will explore a collaborative leadership learning process as developed by Professor Mel Ainscow, Manchester University, which uses an Account of practice (a kind of case study of a community) to stimulate group reflection. This Account of practice is a stimulus for conversation which focuses on how leadership can best develop a community that is likely to underpin effective behaviour and attendance. It is important that group members understand the following: Whilst the Account in practice contains evidence of an effective community, it is by no means an example of a perfect community. The group should reflect on both what is evident and what is missing. As the group discusses the Account of practice they should reflect on their own context and experience of leadership in building community. The group can use the Resource B to support their conversations but it must not direct the conversation. As part of the pre-session activity participants will have read the Account of practice (Resource A). In reading the account it is important that participants annotate their thoughts, particularly in respect to how this Account of practice resonates with their own view and experience of leadership to build a community that makes a real difference to behaviour and attendance. (30 minutes) Facilitate the group to reflect. Remember that you can use Resource B to help you support discussion if needed. As a rule, trust the process and let the conversation happen, only use the framework to guide discussion if participants seem reluctant to contribute. Lead the group through the process of sharing, questioning and challenging ideas and reflections, to develop a deeper understanding of: The issues and challenges a specialist leader might face in encouraging people to work together in partnership. The extent to which there is evidence of full service and partnership involvement. The Framework for reviewing and improving communities (Resource B) provides questions that will help frame the conversation and support participants in coming to an understanding of the influence of community on behaviour and attendance. 2. (10 minutes) Capture the conversation, including practical examples, on the flip chart or whiteboard under the following headings. How community leaders make the community stronger by getting people to trust, look out for one another and work together (see social capital). How leadership ensures engagement with a range of services and extended school provision. The difference leadership makes to behaviour and attendance. Session review You could use the questions below to help the group focus on the learning from this session. What has been the key learning for individuals? Ask group members to suggest one thing that has stimulated, interested or surprised them and that they will share with others. What aspect(s) of their practice, as a leader, will change as a result of studying this topic and participating in this session? Ask group members to focus on leadership knowledge, skills, and understanding. Session leader only What has been the key learning for you? Record your thoughts in the reflective log. Now spend 20 minutes looking at the selection of intersessional activities. Remind the group to complete feedback forms and send to your Local Lead. Intersessional Activities 1. Community Mission Statement 23 2. Bonding and bridging The role of specialist leaders in enhancing our community 26 3. Account of practice for community approach 30 4. Exploring the leadership needed for an effective community 33 5. Full-service community approach 36 6. Leadership that listens to the voices of the community 40 Links between activities and intersessional activities Intersessional activity 2 provides participants with an opportunity to build on the exploration of community leadership, learning and behaviour started in activity two. Intersessional activity 3 encourages participants to use what they have learned in this activity in a very practical way. By producing an Account of practice in their own context they will provide a rich evaluation source for their settings community. Intersessional activities 4 and 6 look at the leadership that might support the development of the perfect community of the future explored in activity one. Intersessional activity 5 encourages participants to engage with the full-service agenda in contributing to an ideal community. Intersessional Activity 1 Community Mission Statement Purpose To develop an appreciation of how community affects behaviour and attendance in your own particular context. Audience All group members Short- or long-term 1 hour to produce questionnaire 2 hours to carry out survey 3 hours to produce mission statement Links to the learning process Practical application Feedback and reflection Embedding the experience Instructions Before you begin this activity you should meet with senior colleagues to agree protocols. Use the collage (photographs and press clippings) you produced in the preparatory activity as a stimulus to survey a range of stakeholders within your community. U s e t h e c o l l a g e a s a s t a r t i n g p o i n t t o p r o d u c e a s h o r t q u e s t i o n n a i r e . T h e q u e s t i o n n a i r e s h o u l d b e m a d e u p o f a s e r i e s o f o p e n - e n d e d p r o m p t s t h a t a l l o w r e s p o n d e n t s t o t a l k a b o u t t h e i r v i e w s a n d e x p e r i e n c e o f c o m m u n i t y a n d i t s i n f l u e n c e o n b e h a v i o u r a n d a t t e n d a n c e . T h e p r o m p t s , o f w h i c h t h e r e s h o u l d b e e i g h t t o t e n , c a n e i t h e r b e q u e s t i o n s o r s t a t e m e n t s . I t i s i m p o r t a n t t h a t t h e p r o m p t s f o c u s o n h o w c o m m u n i t y c a n i m p r o v e b e h a v i o u r a n d a t t e n d a n c e . C a r r y o u t t h e s u r v e y w i t h 6 - 8 p e o p l e i n t h e c o m m u n i t y w h o provide a representational sample of a range of stakeholders. Such a group could include: pupils, parents, teachers, learning mentors, head teachers, health workers, social workers, attendance officers, local shopkeepers and local community leaders. The questionnaire should take approximately 30 minutes to complete and be carried out individually by each person. U s e t h e i n f o r m a t i o n t o p r o d u c e a m i s s i o n s t a t e m e n t o n b e h a l f o f t h e c o m m u n i t y . T o d o t h i s , w o r k w i t h a f o c u s g r o u p i n c l u d i n g m e m b e r s o f t h e s c h o o l c o m m u n i t y , e . g . p a r e n t s , p u p i l s , s t a f f a n d t h o s e r e p r e s e n t i n g h e a l t h a n d s o c i a l c a r e . A t t h e e n d o f t h e i ntersessional activity you should meet again with senior colleagues to discuss the impact this activity has had within your workplace. You should record the key points from this conversation. Outcomes Increased understanding and empathy for a range of views on how the community can support behaviour and attendance. A n a n a l y s i s o f i n f o r m a t i o n p r o v i d e s a c o m m u n i t y w i t h a g u i d e t o f i r s t s t e p s t o i m p r o v e b e h a v i o u r a n d a t t e n d a n c e . A r e f l e c t i o n o n t h e l e a d e r s h i p s k i l l s d e v e l o p e d . R e p o r t i n g A m i s s i o n s t a t e m e n t f o r t h e c o m m u n i t y t h a t i l l u s t r a t e s s h a r e d v a l u e s , t h e r i g h t s and responsibilities of all involved, and identifies a commitment to promote positive behaviour and full attendance. Accreditation This intersessional activity offers the potential to help you meet the following learning outcomes, depending on the nature of the assessment chosen and the elements you choose to include in your evidence Level 3 Unit 3.1 3.1.2 Describe the vision and values inherent in a person-centred approach to whole school/setting management Unit 3.3 3.3.2 Explain the importance of having shared values and beliefs in leading improvements in behaviour and attendance Unit 3.8 3.8.4 Describe strategic approaches and interventions which might address the causes of poor behaviour and attendance Unit 3.9 3.9.5 Describe actions that could be taken to improve the learning environment 3.9.6 Describe how they could support other members of the team to enhance and improve the learning environment in order to promote positive learning, positive behaviour and full attendance Unit 3.10 3.10.4 Explain why it is important to share, with colleagues and agreed partners, information relating to behaviour and attendance according to organisations protocols for information sharing Level 4 Unit 4.1 4.1.2 Explain how the vision and values inherent in a person-centred approach can impact on a whole school/setting management and improvement policy 4.1.4 Evaluate and explain the ethos and values of own environment, including the wider community, and consider what needs to be done in order to implement a more person-centred, inclusive approach to behaviour and attendance Unit 4.3 4.3.2 Evaluate the importance of having shared values and beliefs in leading improvements in behaviour and attendance 4.3.3 Explain how specialist leaders of behaviour and attendance can lead the development of a shared vision across the whole community 4.3.5 Analyse the values and beliefs of the community in which they work Unit 4.8 4.8.4 Recommend strategic approaches and interventions that might address the causes of and promote positive behaviour and full attendance Unit 4.9 4.9.4 Explain the impact and importance of environmental factors on learning and the promotion of positive behaviour and full attendance 4.9.6 Develop a comprehensive action plan to improve the learning environment Unit 4.10 4.10.5 Describe ways of sharing information and advice with colleagues and partner agencies on how to meet their legal requirements relating to behaviour and attendance using agreed protocols Intersessional Activity 2 Bonding and bridging The role of specialist leaders in enhancing our community Purpose To appreciate who is involved in our settings community, how they connect with each other and how they impact on behaviour and attendance. It is important that participants explore the whole range of involvement, paying particular attention to the role and participation of health, social and welfare care. Audience All group members Use of expert You will need to refer back to the preparatory reading Short- or long-term 1 hour to complete steps 1 and 2 1 hour to complete step 3 1 hour to complete step 4 Links to the learning process Practical application Feedback and reflection Embedding the experience Instructions Before you begin this activity you should meet with senior colleagues to agree protocols. Mind maps are a useful tool to help us to reflect on and understand what is involved in the various aspects of our lives. In this activity you will create a mind map to help you reflect on and understand who is involved in your community, and how. Think of a visual image that represents and captures the essence of what community means. Reflect back to the reading and picture yourself in your community. Try to identify what really counts. It does not have to be complicated the simpler the better, it can be illustrative or symbolic. For example, it could be an illustration that represents a family, or a mother, teacher and pupil in partnership. It could be a symbol such as a heart shape or hands coming together in partnership. This will eventually form the centre piece of a poster. List the key people and organisations that are, could be, or should be involved in your community. You can do this on your own or with colleagues in your workplace. Produce a picture or symbol that represents each of the key people, groups or organisations and position these around the outside of the community visual you placed in the centre of your poster. As you build up your list reflec t o n a n d n o t e w h y y o u t h i n k t h a t c e r t a i n i n d i v i d u a l s , g r o u p s a n d o r g a n i z a t i o n s : S h o u l d b e i n v o l v e d i n o u r c o m m u n i t y r e c o r d i n o n e c o l o u r H o w c a n t h e y p r o m o t e p o s i t i v e b e h a v i o u r a n d f u l l a t t e n d a n c e r e c o r d i n a d i f f e r e n t c o l o u r O n c e t h e k e y i n f o r mation has been recorded you can then start to map the interconnections between each group and the centre community. This should be done by using connecting lines and annotation where appropriate. The final step in the process is to identify which individuals, groups or organizations will be bonded within the core community and those that are groups that the community bridges to and connects with, in order to promote positive behaviour and full attendance. This should be recorded by circling individuals, groups and organizations as appropriate. If they are bonded in the community, circle in red pen. If they are bridging/connecting to the community, circle in blue. Use the map you create as a leadership tool to help others reflect on which individuals, groups and organizations are involved in the community, and how, using the following template. Who? Are they bonded? Are they bridged? How do they contribute in the community? How do they contribute to promoting positive behaviour and full attendance? How can their contribution be enhanced? At the end of the intersessional activity you should meet again with senior colleagues to discuss the impact this activity has had within your workplace. You should record the key points from this conversation. Outcomes A deeper understanding of who needs to be involved in a community approach to promoting positive behaviour and full attendance. A d e e p e r u n d e r s t a n d i n g o f w h a t s p e c i a l i s t l e a d e r s c a n d o t o e n a b l e a n d m a x i m i s e t h i s i n v o l v e m e n t . R e p o r t i n g T h e m i n d m a p t h a t c a n b e s h a r e d w i t h t h e c o m m u n i t y . A n a c c o u n t o f h o w t h e m a p w a s u s e d t o h e l p o t h e r s r e f l e c t . A n a c c o u n t o f a n y a c t i o n s a g reed as a result of this reflection. Accreditation This intersessional activity offers the potential to help you meet the following learning outcomes, depending on the nature of the assessment chosen and the elements you choose to include in your evidence Level 3 Unit 3.3 3.3.3 Describe the ethical principles and values which have been identified as relating to behaviour and attendance, and how they underpin good policy and practice in working with children/young people Unit 3.4 3.4.1 List the statutory responsibilities of individuals, the school/setting, other agencies and the wider community in relation to children/young people Unit 3.5 3.5.5 Describe how the specialist team leader of behaviour and attendance can contribute to the work of networks and partnerships that draw up multi-agency policies and practice to promote positive behaviour and full attendance Unit 3.6 3.6.5 Describe the influence that those involved with transfer and transition can have in supporting children and young people to cope with and build on those periods in their lives Unit 3.9 3.9.2 List some of the physical and social factors that children/young people encounter that may affect their behaviour and attendance 3.9.4 List the environmental factors which may affect learning and the promotion of positive behaviour and full attendance 3.9.5 Describe actions that could be taken to improve the learning environment Level 4 Unit 4.3 4.3.3 Explain how specialist leaders of behaviour and attendance can lead the development of a shared vision across the whole community Unit 4.4 Describe the statutory responsibilities of individuals, the school/setting and other agencies in relation to children/young people Unit 4.5 4.5.5 Analyse the contribution of the specialist leader of behaviour and attendance in developing networks and partnerships that draw up multi-agency policies and practice to promote positive behaviour and full attendance and an ethos of non-violence Unit 4.6 4.6.5 Evaluate the effectiveness of the management and organisation of transfer and transition processes and recommend improvements to increase their effectiveness in helping children/young people to adopt an effective attitude to behaviour and attendance Unit 4.9 4.9.2 Explain the key physical and social factors that children/young people encounter that may affect their behaviour and attendance 4.9.4 Explain the impact and importance of environmental factors on learning and the promotion of positive behaviour and full attendance 4.9.6 Develop a comprehensive action plan to improve the learning environment Intersessional Activity 3 Account of practice for community approach Purpose To generate an Account of practice that will help us understand how our communities are impacting on behaviour and attendance. Audience All cluster group members Use of expert You do not need to involve an expert but you will need to elicit the support of two colleagues from your cluster group. Short- or long-term Working flexibly around your current workload you need time to plan, participate and write up the Accounts of practice. Links to the learning process Practical application Feedback and reflection Embedding the experience Instructions Before you begin this activity you should meet with senior colleagues to agree protocols. This is a collaborative activity in which participants use the Framework for reviewing and improving practices (Resource B) and engage in the following activity: Identify two colleagues from your group who will work with y o u t o c r e a t e a n A c c o u n t o f p r a c t i c e . F i r s t t h e y w i l l v i s i t y o u r w o r k p l a c e . T h e v i s i t o r s w i l l e n g a g e i n a r i g o r o u s a n d r o b u s t c o l l a b o r a t i v e o b s e r v a t i o n o f y o u r w o r k p l a c e u s i n g t h e F r a m e w o r k f o r r e v i e w i n g a n d i m p r o v i n g p r a c t i c e s a s a g u i d e . I n c a r r ying out this observation they will agree with you the protocols and activity that will take place. For example: Meetings and discussions with community members. Observation of lessons and playground activity. Analysis of attendance strategy or behaviour policy. Shadowing a pupil at risk of exclusion. Any activity that will help you understand how the community is supporting positive behaviour and full attendance in your workplace. Enhance information from the observation by holding collaborative discussions in which group members reflect on what they have observed, bringing their own experiences and perspectives. Write the Account of practice collaboratively using the Framework for reviewing and improving practices to structure it. An Account of practice can be any length, and can be supported by visual aids such as photographs. The deep reflection needed to produce the Account of practice provides new knowledge, which will have a profound influence on a communitys understanding of how it is helping promote positive behaviour and full attendance. Use the Account of practice to share reflections with colleagues in the workplace. The reflection may suggest areas for further investigation or ideas for action discuss this with senior colleagues and agree any action points. At the end of the intersessional activity you should meet again with senior colleagues to discuss the impact this activity has had within your workplace. You should record the key points from this conversation. Outcomes A more detailed and intimate knowledge of the community A resource that can focus, stimulate and direct the community to further improve behaviour and attendance Impact of change using leadership analysis Reporting The Account of practice A brief record of discussions or action points agreed with senior colleagues Feedback from cluster group colleagues on the process of producing an Account of practice Accreditation This intersessional activity offers the potential to help you meet the following learning outcomes, depending on the nature of the assessment chosen and the elements you choose to include in your evidence Level 3 Unit 3.1 3.1.2 Describe the vision and values inherent in a person-centred approach to whole school/setting management Unit 3.3 3.3.2 Explain the importance of having shared values and beliefs in leading improvements in behaviour and attendance Unit 3.6 3.6.5 Describe the influence that those involved with transfer and transition can have in supporting children and young people to cope with and build on those periods in their lives Unit 3.8 3.8.4 Describe strategic approaches and interventions which might address the causes of poor behaviour and attendance Unit 3.9 3.9.5 Describe actions that could be taken to improve the learning environment 3.9.6 Describe how they could support other members of the team to enhance and improve the learning environment in order to promote positive learning, positive behaviour and full attendance Unit 3.10 3.10.1 List a range of methods used to gather data on behaviour and attendance 3.10.4 Explain why it is important to share, with colleagues and agreed partners, information relating to behaviour and attendance according to organisations protocols for information sharing 3.10.5 Describe how they would work with other team members to enhance their ability to use information to promote positive behaviour and full attendance. Level 4 Unit 4.1 4.1.2 Explain how the vision and values inherent in a person-centred approach can impact on a whole school/setting management and improvement policy Unit 4.3 4.3.2 Evaluate the importance of having shared values and beliefs in leading improvements in behaviour and attendance Unit 4.6 4.6.5 Evaluate the effectiveness of the management and organisation of transfer and transition processes and recommend improvements to increase their effectiveness in helping children/young people to adopt an effective attitude to behaviour and attendance Unit 4.8 Recommend strategic approaches and interventions that might address the causes of and promote positive behaviour and full attendance Unit 4.9 Develop a comprehensive action plan to improve the learning environment Identify examples of how they could support their team to enhance and improve the learning environment in order to promote positive learning, positive behaviour and full attendance Unit 4.10 4.10.5 Describe ways of sharing information and advice with colleagues and partner agencies on how to meet their legal requirements relating to behaviour and attendance using agreed protocols 4.10.6 Explain how they would work with others to enhance their ability to use information to promote positive behaviour and full attendance Intersessional Activity 4 Exploring the leadership needed for an effective community Purpose For participants to appreciate the type of leadership that is needed to ensure the community can positively influence behaviour and attendance. Audience All group members Use of expert You do not need to involve an expert but you will need the support of a colleague to work with you. Short- or long-term 2 hours to read leadership statements and write reflective statement 2 hours to share and write a leadership statement for your community Links to the learning process Practical application Feedback and reflection Embedding the experience Instructions Before you begin this activity you should meet with senior colleagues to agree protocols. You will produce a statement about leadership for your community that you think will have impact on behaviour and attendance. Leadership statements taken from Constructive Leadership by Linda Lambert et al is a good source of statements. Choose the statement which means the most to you, which says something about how you feel about the role of the specialist leaders of behaviour and attendance. Which of these statements relates to how leadership is or might be in your community? Produce a short reflection using this frame: Why did you choose this statement? What does it say about the context in which you work? How will it make a difference to behaviour and attendance? How will it enable and grow social capital within the community? Does it resonate with how you have experienced things or how you would like things to be? What might make leadership development difficult? Share your reflection with a colleague within your community. In collaboration with your colleague write a leadership statement for your community that will impact on behaviour and attendance. Use this statement to discuss with senior colleagues how your role might develop. At the end of the intersessional activity you should meet again with senior colleagues to discuss the impact this activity has had within your workplace. You should record the key points from this conversation. Outcomes A deeper understanding of the type of leadership that will have the most impact on behaviour and attendance. A deeper understanding of the type of leadership that is most likely to enable the development of social capital within the community. Reporting A statement produced in collaboration with a colleague. Accreditation This intersessional activity offers the potential to help you meet the following learning outcomes, depending on the nature of the assessment chosen and the elements you choose to include in your evidence Level 3 Unit 3.1 3.1.2 Describe the vision and values inherent in a person-centred approach to whole school/setting management 3.1.4 Describe the role of the specialist team leader of behaviour and attendance Unit 3.2 3.2.1 Describe different leadership styles and concepts and how they impact on the actions of others 3.2.4 Describe how the role of team leader can contribute to the content and support the implementation of strategic plans and policies relating to behaviour and attendance Unit 3.3 3.3.2 Explain the importance of having shared values and beliefs in leading improvements in behaviour and attendance 3.3.3 Describe the ethical principles and values which have been identified as relating to behaviour and attendance, and how they underpin good policy and practice in working with children/young people 3.3.4 Explain the importance of policies and practice which address equality of opportunity, race equality, and promotion of diversity in the context of behaviour and attendance and how they contribute to the role of team leaders in promoting positive behaviour and full attendance Unit 3.9 3.9.5 Describe actions that could be taken to improve the learning environment Level 4 Unit 4.1 4.1.2 Explain how the vision and values inherent in a person-centred approach can impact on a whole school/setting management and improvement policy 4.1.5 Analyse the role of the Lead Behaviour Professional/Specialist Leader of behaviour and attendance in influencing senior managers and subject leaders in schools/settings to understand and implement a policy of social inclusion and reinforcing positive behaviour, and how that can impact on whole school/setting improvement Unit 4.2 4.2.1 Evaluate different leadership styles and concepts and how they can be used to bring about change 4.2.6 Analyse the role of a leader in influencing strategic planning and policy making Unit 4.3 4.3.2 Evaluate the importance of having shared values and beliefs in leading improvements in behaviour and attendance 4.3.3 Explain how specialist leaders of behaviour and attendance can lead the development of a shared vision across the whole community 4.3.4 Analyse the ethical principles and values that have been identified as underpinning good practice in working with children/young people relating to behaviour and attendance Unit 4.9 4.9.6 Develop a comprehensive action plan to improve the learning environment Intersessional Activity 5 Full-service community approach Purpose To understand the potential of a full-service community approach centred on education, to promote positive behaviour and full attendance Audience All group members Use of expert You do not need to involve an expert Short- or long-term 1 hour to produce questionnaire 2 hours to carry out survey 3 hours to produce mission statement Links to the learning process Practical application Feedback and reflection Embedding the experience Instructions Before you begin this activity you should meet with senior colleagues to agree protocols. Imagine you have been asked to design a full-service community campus that will provide education for all members of your local community. You have been instructed to ensure that: The campus incorporates a wide range of social, health, medical, welfare business and leisure services. There is provision for every member of the community from birth into adult life. There is extensive provision for sports, arts, new technologies and community activities. Produce a design plan of how the campus might look. List under each of the bullet points what will be needed and then, using simple shapes (rectangles, circles, hexagons etc.) map out the different parts of the campus and draw lines to show how they will interconnect. In completing the design think about a pupil you know who is perhaps having difficulty in attending and behaving well at school. How will your community campus help improve the opportunities and life chances of this child? Use the outcome of this activity to help your workplace take a small step toward this vision. Additional information A full-service community campus (often called an extended school) is one which provides a range of services on site, such as health and social services for the benefits of the whole community. Extended schools provide a range of services and activities, often beyond the end of the normal day, to help meet the needs of children, their families and the wider community. There is extensive information on TeacherNet HYPERLINK "http://www.teachernet.gov.uk" http://www.teachernet.gov.uk Follow the links from the menu bar on the left hand side of the page Home Page > Whole School Issues > Extended Schools. Especially useful is the prospectus published in June 2005, Extended schools: access to opportunities and services for all. Follow the link from the Teachernet extended schools page for this publication. See also some interesting design concepts especially a video from HYPERLINK "http://www.bsf.gov.uk/documents/" http://www.bsf.gov.uk/documents/ At the end of the intersessional activity you should meet again with senior colleagues to discuss the impact this activity has had within your workplace. You should record the key points from this conversation. Outcomes A deeper understanding of the potential of community to impact on behaviour and attendance. A vision of the practical possibilities that a full service campus can offer the community to promote positive behaviour and attendance. Reporting A design for a full-service community campus. Accreditation This intersessional activity offers the potential to help you meet the following learning outcomes, depending on the nature of the assessment chosen and the elements you choose to include in your evidence Level 3 Unit 3.1 3.1.2 Describe the vision and values inherent in a person-centred approach to whole school/setting management Unit 3.2 3.2.4 Describe how the role of team leader can contribute to the content and support the implementation of strategic plans and policies relating to behaviour and attendance Unit 3.3 3.3.4 Explain the importance of policies and practice which address equality of opportunity, race equality, and promotion of diversity in the context of behaviour and attendance and how they contribute to the role of team leaders in promoting positive behaviour and full attendance 3.3.5 Explain the importance of specialist team leaders of behaviour and attendance in contributing to the development and promotion of policies and practice which address reduction of violence within schools and other settings Unit 3.4 3.4.1 List the statutory responsibilities of individuals, the school/setting, other agencies and the wider community in relation to children/young people Unit 3.5 3.5.5 Describe how the specialist team leader of behaviour and attendance can contribute to the work of networks and partnerships that draw up multi-agency policies and practice to promote positive behaviour and full attendance Unit 3.6 3.6.5 Describe the influence that those involved with transfer and transition can have in supporting children and young people to cope with and build on those periods in their lives 3.6.6 Describe the role that specialist team leaders of behaviour and attendance can play in working with others to enable them to make the process of transfer or transition for children/young people a positive experience Unit 3.8 3.8.5 Describe the role of team leader in enhancing the understanding of their team in the use of approaches and interventions for promoting positive behaviour and full attendance Unit 3.9 3.9.6 Describe how they could support other members of the team to enhance and improve the learning environment in order to promote positive learning, positive behaviour and full attendance Unit 3.10 3.10.4 Explain why it is important to share, with colleagues and agreed partners, information relating to behaviour and attendance according to organisations protocols for information sharing Level 4 Unit 4.1 4.1.2 Explain how the vision and values inherent in a person-centred approach can impact on a whole school/setting management and improvement policy Unit 4.2 4.2.6 Analyse the role of a leader in influencing strategic planning and policy making Unit 4.3 4.3.5 Analyse the values and beliefs of the community in which they work 4.3.6 Explain how they would contribute to the development and promotion of policies and practice which address equality of opportunity, race equality, and promotion of diversity in the context of behaviour and attendance Explain how specialist leaders of behaviour and attendance can take the lead in the development and promotion of policies and practice which address reduction of violence and promote an ethos of non-violence within schools/settings Unit 4.4 Describe the statutory responsibilities of individuals, the school/setting and other agencies in relation to children/young people Unit 4.5 4.5.5 Analyse the contribution of the specialist leader of behaviour and attendance in developing networks and partnerships that draw up multi-agency policies and practice to promote positive behaviour and full attendance and an ethos of non-violence 4.5.6 Explain how they could support others to develop, implement and maintain systems and practices that will improve behaviour and attendance Unit 4.6 4.6.4 Explain the influence that others can have in supporting children/young people to cope with and build on transfer and transition periods in their lives 4.6.5 Evaluate the effectiveness of the management and organisation of transfer and transition processes and recommend improvements to increase their effectiveness in helping children/young people to adopt an effective attitude to behaviour and attendance Unit 4.8 Explain the role of the specialist leader of behaviour and attendance in using recognised good practice to inform the development of policies and approaches in the environment in which they operate Unit 4.9 Identify examples of how they could support their team to enhance and improve the learning environment in order to promote positive learning, positive behaviour and full attendance Unit 4.10 4.10.5 Describe ways of sharing information and advice with colleagues and partner agencies on how to meet their legal requirements relating to behaviour and attendance using agreed protocols Intersessional Activity 6 Leadership that listens to the voices of the community Purpose To help group members identify a shared view within the community of what is both important and possible in promoting positive behaviour and full attendance. Audience All group members Use of expert You do not need to involve an expert Short- or long-term Stage 1 1 hour 45 mins Stage 2 2 hour 40 mins Stage 3 3 hour 40 mins Links to the learning process Practical application Feedback and reflection Embedding the experience Instructions Before you begin this activity you should meet with senior colleagues to agree protocols. In this activity you will begin to link your individual view of a perfect community with that of colleagues at an organisational level. To help you do this you will use the reflective statements created in Activity 1 as a starting point and stimulus for discussion. Part 1 Put the reflective statements created in Activity 1 onto a series of cards (aim for 15 but it could be more) Sort the statements into three categories: essential, desirable and useful. Limit yourself to a maximum of five in each category. Reflect on the potential impact of each statement in improving behaviour and attendance in your community and on the effort and resources needed to make it happen. Ensure that you can view all statements as you complete the activity. (15 minutes) Now spend a further 10 minutes reflecting and refining your choices. Record the outcome of the activity. (Five minutes) Part 2 Repeat the exercise with colleagues who represent all parts of your own community. Explain the purpose of the activity: Place the cards randomly on a table as a stimulus for a reflective conversation. Explain the source of the statements (10 minutes) Encourage colleagues to produce their own statements which can be adaptations of existing or completely new statements. (10 minutes) Ask colleagues to complete the essential, desirable and useful exercise as above. Remind them that this is a silent activity. As they may have produced additional cards limit the number in each category as appropriate. One important rule: If someone places a card in a category it can be moved by a colleague to another category, but it cannot be moved a second time. (10 minutes) Allow colleagues to engage in a reflective conversation about what they have produced and if there is group consensus they can rearrange the cards. (10 minutes). Keep a record of the final sort. Part 3 As a specialist leader look at the two outcomes your own and that of your colleagues. Reflect on the similarities and differences. Ask yourself the following questions: As a team do we share the same sense of priorities? Where there are differences, what can the specialist leader do to reconcile them and create a shared view? How do we translate our sense of what is important into action? Reflect on your responses and produce a short report to share your suggestions for the next steps with colleagues. At the end of the intersessional activity you should meet again with senior colleagues to discuss the impact this activity has had within your workplace. You should record the key points from this conversation. Outcomes Leadership understands what it needs to do to enable the collective involvement of the whole community. A s h a r e d s e n s e o f p u r p o s e a n d d i r e c t i o n i n c o m m u n i t y i n v o l v e m e n t i n b e h a v i o u r a n d a t t e n d a n c e . R e p o r t i n g R e c o r d o f o u t c o m e s o f i n d i v i d u a l r e f l e c t i o n o n s t a t e m e n t s R e c o r d o f o u t c o m e s o f g r o u p r e f l e c t i o n o n s t a t e m e n t s S h o r t r e p o r t o n n e x t s t e p s A c c r e d i tation This intersessional activity offers the potential to help you meet the following learning outcomes, depending on the nature of the assessment chosen and the elements you choose to include in your evidence Level 3 Unit 3.1 3.1.2 Describe the vision and values inherent in a person-centred approach to whole school/setting management 3.1.4 Describe the role of the specialist team leader of behaviour and attendance Unit 3.2 3.2.1 Describe different leadership styles and concepts and how they impact on the actions of others 3.2.4 Describe how the role of team leader can contribute to the content and support the implementation of strategic plans and policies relating to behaviour and attendance Unit 3.3 3.3.2 Explain the importance of having shared values and beliefs in leading improvements in behaviour and attendance 3.3.3 Describe the ethical principles and values which have been identified as relating to behaviour and attendance, and how they underpin good policy and practice in working with children/young people 3.3.4 Explain the importance of policies and practice which address equality of opportunity, race equality, and promotion of diversity in the context of behaviour and attendance and how they contribute to the role of team leaders in promoting positive behaviour and full attendance Unit 3.9 3.9.5 Describe actions that could be taken to improve the learning environment Level 4 Unit 4.1 4.1.2 Explain how the vision and values inherent in a person-centred approach can impact on a whole school/setting management and improvement policy 4.1.4 Evaluate and explain the ethos and values of own environment, including the wider community, and consider what needs to be done in order to implement a more person-centred, inclusive approach to behaviour and attendance 4.1.5 Analyse the role of the Lead Behaviour Professional/Specialist Leader of behaviour and attendance in influencing senior managers and subject leaders in schools/settings to understand and implement a policy of social inclusion and reinforcing positive behaviour, and how that can impact on whole school/setting improvement Unit 4.2 4.2.1 Evaluate different leadership styles and concepts and how they can be used to bring about change 4.2.6 Analyse the role of a leader in influencing strategic planning and policy making Unit 4.3 4.3.2 Evaluate the importance of having shared values and beliefs in leading improvements in behaviour and attendance 4.3.3 Explain how specialist leaders of behaviour and attendance can lead the development of a shared vision across the whole community 4.3.4 Analyse the ethical principles and values that have been identified as underpinning good practice in working with children/young people relating to behaviour and attendance 4.3.5 Analyse the values and beliefs of the community in which they work Unit 4.9 4.9.6 Develop a comprehensive action plan to improve the learning environment Resource materials Preparatory reading 46 Activity 1 Resource A Looking back on the future 49 Activity 3 Resource A Account of practice 51 Resource B A framework for reviewing and improving community 54 Intersessional activity 4 Resource A Leadership statements taken from Constructive Leadership by Linda Lambert 55 References 56 Preparatory reading If the prime purpose of education is to help us to be and become persons, then schools should aspire to be communities. This is what John McMurray said during a Moray House Annual public lecture 5th May 1958. According to McMurray the only way we can be ourselves is within a community. Indeed, he suggests that the first priority of education should be to learn to live in a community because we need each other to be ourselves. He suggests that community is essentially about the quality of relationships between people which are chosen, not imposed; you cannot require or demand community. Community is the way in which we live and work together. It is a reciprocal process, where everyone is equally valued, with the freedom to make their own unique contribution to a shared commitment. In contributing to a shared commitment, diversity, expressed in the care, love and concern we have for each other, is celebrated. Without this we cannot achieve the status of a community, and as McMurray rightly identifies, failure to achieve community is fundamental failure. In recent times the word community seems to feature in almost everything one reads about education. That is, not just the educational setting as a community itself, but also as part of the community in which it exists. In 2003 David Milliband, as Minister for Schools and Standards, noted that the family you are born into, the neighbourhood you live in and the educational setting you attend, still have the greatest impact on your life chances. The Department for Education and Skills Five Year Strategy for Children and Learners (2004) and the Every Child Matters (2004) agenda place an emphasis on the role of community to improve provision for all children. Similarly, strengthening community is a proposed component of the new standard for head teachers (DfES, 2004a). There seems to be an increasing belief that in order to improve the quality of provision and improve the life chances of children there is a need to harness and utilise the potential of the community in which our educational settings exist. To achieve this provision and enhance the life chances of children, good behaviour and attendance are essential first steps and, therefore, must be seen as significant priorities. If pupils have poor attendance at school their life opportunities and chances of achieving their potential, are severely diminished. If children behave inappropriately in their educational setting they not only diminish their own life opportunities, but also diminish the opportunities of others to achieve their potential. What we have learned is that there are no recipes, prescriptions or quick fixes for these problems. We have also learned that educational settings cannot work in isolation to achieve better behaviour and attendance outcomes which are sustainable. There is a need to recognise that any sustainability of improvement of behaviour and attendance is only likely to occur if it is the shared responsibility of every member of the community in which our educational settings exist. Achieving such improvement is an essential first step for every pupil to be themselves. The potential of a community approach to improve behaviour and attendance outcomes cannot be over-estimated, but it is important that we understand that this is not a simple matter. Communities are often diverse and change rapidly, particularly in urban areas, and while many educational leaders recognise how important it is to both understand and connect with communities, they often lack the time or the tools to do this systematically. In getting started leaders must recognise that educational settings are not working for, or on behalf of the community, but with the community. It is about harnessing and utilising the potential and strengths that already exist within our communities, with educational settings and communities making time for each other. It is about engaging and energising the social capital of all community members. Social capital is the combined strength and power of community members. It is the trust and reciprocity that develops over time and binds the whole group together. Strong social capital means that people know each other, look out for each other and come together for social and emotional support. It takes the form of trust and reliability among a group of people, enabling them to carry out community activities. By working in such a way everyone in the community has the opportunity to support and help encourage our children to respond positively to their education. We create a partnership that is interdependent, where all have a sense of worth, with the skills and knowledge of community members being valued; and where opportunities for all to contribute are identified. In working in partnership we maximise our capacity to achieve things that we cannot achieve on our own, or could only achieve with great difficulty. Such partnerships are based on trust, commitment and determination, complemented by skills and knowledge that bond our community with a sense of belonging. Bonding is important to ensure that everyone in the community feels secure and confident to contribute, but it is also important that each educational setting bridges and engages the whole range of services and support available within the local community. Educational settings must be aware of how they work to benefit from and influence the range of community services, understanding their unique potential to provide one stop health and social care for children and their families. By connecting a joined-up system of health, social care, child care, family support, youth development, industry, faith based organisations and education services, the community can maximise its potential. Thus, in response to Every Child Matters, all children will be healthy, safe, enjoy and achieve in their life, making a positive contribution and learning how to provide for their future economic well being. According to the DfES extended schools are one of the most likely bases for the delivery of services within local Every Child Matters. Reconfiguring, co-locating and enabling easier access to services around the places where children and young people spend much of their time makes sense in terms of improving outcomes. Extended schools recognise that they need to work with others to improve outcomes for children and young people, their families and communities. For communities, full service extended schools provide a place where different sectors of the community can engage with each other through different activities. It provides a place to make one stop provision a reality. Similarly, by working with other communities within a network or engaging in national programmes, such as Surestart or Pathfinders there is an extended opportunity to maximise the potential to contribute and make a difference. By connecting services and locating provision within an extended school, the community is in a position to support and encourage every pupil to attend their educational setting and engage in positive behaviours which are first steps in achieving all five areas of Every Child Matters. Such an approach will have implications for leadership. Current thinking on effective leadership in educational settings tends to be bounded within the school organisation. We need to think differently about how people lead in our communities, because there are many people who are doing things in our communities that can really make a difference to promoting positive behaviour and good attendance if educational settings can include and involve them. Leadership within community will need to look and focus both within and beyond the school gates, recognising the distinctive and unique context within which it operates. John West-Burnham (G2004 Educational Leadership and social capital, Incorporated Association of Registered Teachers of Victoria, Seminar Series, No 136) describes it as level four leadership which operates across the community. It is contextualised and seeks to motivate, mobilise, support and connect people to contribute and make a collective difference. It is not about authority directing the community as to what it should do. Rather, it is about facilitating the community in a way that participants feel empowered, with a voice to share in creating and directing their own way forward. Lao Tse, 2,500 years ago said of a good leader: When his work is done, his aim fulfilled, they will say, we did it ourselves. Community leadership is about enabling the community to do it for themselves and to achieve this there is a need to ensure that the social capital described earlier is built, maintained and sustained. In achieving this, sustainable improvement of behaviour and attendance becomes the shared responsibility of every member of the community in which our educational settings exist and maximises the potential for achieving an essential first step for children to be and become themselves. Activity 1 Resource A Looking back on the future Community behaviour and attendance in 2010 The year is 2010. You, and other members of the community, are having a celebratory dinner, having received the first National Community Award for improving behaviour and attendance. You knew that you were on the right track five years ago, but none of you expected that your work would lead to becoming the national model for how to create a community that makes a difference to behaviour and attendance for every pupil. You look around the table at the group, some of whom you barely knew five years ago, and begin to reflect about your successes......... Reflection 1: Its 2010. Describe three important features of your community which you think helped it win the award. 1. 2. 3. Reflection 2: We know that winning this award has meant hard work for everyone. What were the three major challenges you faced along the way? 1. 2. 3. Reflection 3: One particular pupil whose attendance and behaviour was poor in 2005 has transformed into a model student. What made the difference? 1. 2. Reflection 4 Although you didnt expect it, you were singled out in the awards ceremony for the leadership role you played in helping transform your community. What did you do that caught the attention of the national award team? Describe the three most important things. 1. 2. 3. Activity 3 Resource A Account of practice Wind Park Community Primary School Wind Park Community Primary School is situated on the outskirts of one of our major cities in the North of England. Once deemed by Ofsted to be a failing school and described in the local evening newspaper as a school that is letting down the community, it is now a thriving environment that all members of the school community are proud of. Of course this did not happen overnight, as the head teacher described: Its been a real struggle, but a struggle that has been worth it. It has involved all of the community working together, and that is the reason why we have succeeded. The level of this success cannot be underestimated given the challenges that the school had to face. On my journey to the school I noticed that many of the local buildings were covered in graffiti, with rolling barbed wire on the edges of the rooftops to deter intruders. Interestingly, as I entered through the school gates, such things were not evident. A large red sign greeted me with the words working together for success. My second greeting was from a group of young boys, about eight years of age, Have you come to have a look at our school mister? Since coming out of special measures I was to learn that the school was subject to many visits from a range of people interested in their success. My final greeting, as I entered the school building came from a group of parents who had gathered at reception. Noticing my nervousness one of them called out, First day is it? Dont worry, hes not a bad lad, our Mr Fellows he wont bite. Seemingly on cue Mr Fellows, head teacher, turned a corner and came to greet me. Sharing a joke with the parents, he was immediately surrounded by children all clamouring for his attention. Very skilfully he seemed to acknowledge each and every one of them as he led me into his office. Over coffee he began to reflect on the journey the school had made. He described the background of the school it serves a community with high levels of unemployment and social deprivation, 72 per cent of the 210 children on roll entitled to free school meals. Three years ago standards of attainment, as measured by achievement of level 4 at Key Stage Two Tests were less than 30 per cent in literacy, numeracy and science; they are now all above 70 per cent. He was adamant that this success was down to many things, but he saw the involvement of the community as the most significant factor. Recalling the situation when he arrived at the school he comments: The kids were aggressive and so were the parents. Fights were the norm and sadly this sometimes involved parents. There were low aspirations and people just seemed lost. I was very worried as to whether I would be up to the job, but I was clear about one thing, that we had to build our school through the community. He described how he began appointing teaching assistants and welfare staff who lived in the local area. I wanted to break down the barriers and build human relationships between the staff and the families of the children. Similarly, he recognised the need to establish local partnership. Given the profile of the school he targeted the local press and many school events were regularly featured. He set up a programme of activities that involved the local community police officer; the school nurse was a regular visitor too, as were representatives from the local, high profile, football team. He spoke with great pride as to how these groups were actively involved in the learning of the children, but he was particularly proud about the way the parents were now involved: At first it was a nightmare, every encounter seemed to be aggressive, but its different now. We have family nights, school discos and even bingo! The head was eager to take me to a coffee morning that was going on in the school hall. The parents organised it for themselves and as we entered it was the same friendly tone that we experienced at the start of the day. A number of the parents were to stay on afterwards, and as we walked the corridors we saw parents working with the children, listening to them read and baking with them. Another group were reorganising the library; people were happy to be there and it seemed to matter. I commented to the head that it was difficult to tell who the teachers were and who the parents were. His response was: I involve people; it is only by people working together that we can succeed. It seemed that such a view was echoed by all staff members. One of the learning mentors I met commented: Were all involved in everything. What I was to learn was that being involved meant having the opportunity, but also the responsibility to contribute. Carolines involvement was to be responsible for pastoral support, a job she loved: I just love it, I am allowed to take the lead, make decisions without having to check every little issue with the senior leadership team. For example, at one point we had a major problem at lunchtimes. I made the decision to appoint a number of parents as lunchtime supervisors, at first they simply watched the children fight, and even worse, and if it involved their own child they sometimes took sides. At first I looked to the head teacher for the solution and was surprised when he said that I should sort it out, I know why he did it now. Behaviour was an issue that the school took very seriously, as Caroline described: It is the first step in learning. Being in the school I was very aware of a range of procedures that were intended to develop consistency. For example, the Golden Book that celebrated good behaviour, the Golden Way directions such as we will care for each other and be friends and the Golden Rules we will not be unkind. Whilst impressive, these signposts simply reflected the individual and collective responsibility that was part of the daily experience of all involved at Wind Park. One Year 4 child, Jamie, summed this up: When you feel you are getting angry you just have to press the panic button. I looked for evidence of an internal alarm system that would bring forth a team of experts to come and rescue Jamie. Then he showed me the panic button in the centre of his hand and he explained that when he pressed it he could control his own behaviour. At the age of eight Jamie understood that he had to be responsible for his own behaviour. Of course the school did have a team of experts that worked effectively to help those children in greatest need, but self-responsibility and commitment to the school community was the starting point. 2 3 4 5 6 7 h i Ԟp\