Stockton JSNA


What is being done and why?

Emotional & Mental Health Well-Being (EMHWB)

Building schools capacity & capability

Secondary Schools

The evaluation of the pilot work with secondary schools has been shared widely. Schools that took part are implementing the necessary changes and improvements that they have identified. All schools that took part in the SHEU survey are also in the process of implementing action plans on the back of the 2016/17 survey and as mentioned are now re-examining the health & well-being of pupils as part of a 2018/19 survey results of which will be available within the next 3 months.

Schools are continuing to develop their relationships with the CAMHS service providers and action will need to be taken to support closer links as identified in the Government Response to the Consultation on Transforming Children and Young People’s Mental Health Provision: a Green Paper and Next Steps (July 2018)

Individual schools are currently responsible for commissioning any external provision for children who require additional support.

Primary Schools;

A project is currently being run in support of 37 primary schools across Stockton-on-Tees supported by partner organisations. The strongest evidence supports prevention/early intervention approaches that include a focus on the whole school environment, particularly addressing bullying; and also teaching social and emotional skills in combination with:

  1. Working with parents/carers (families at risk may be difficult to engage) where possible in the school context as there is a high risk of dropout of families at greater risk. Individual child oriented interventions are less effective than ones which involve parents/carers although programmes are available including the Coping Power Program: CBT Problem-solving skills training which involve parents/carers to some degree; and
  2. Small group sessions for children with a focus on developing cognitive skills and positive social behaviour and staff training as part of a multi-system intervention. Interventions designed to change how teachers behave are not likely to produce clinically significant improvements in individual children in the absence of other concurrent interventions, notably parent reinforcement of classroom contingency management.

One of the key aims of this project is to build confidence and knowledge through a bespoke training programme. We can then look to build further capacity in terms of intervention and work with schools so that  they are best positioned to understand the types of intervention that work most effectively and understand what internally capacity they have to deliver such interventions.

A Health Related Questionnaire, Kidscreen-52 is being used to capture the subjective views of children. Through an action planning process we want to encourage further data collection to build local intelligence.

Disadvantaged Students

A wide range of strategies are currently in place in order to accelerate the progress and attainment of our disadvantaged pupils.  The  strategies are delivered by the Education Improvement Service and aim to:

  1. Build capacity within and across SBC teams to improve outcomes for disadvantaged pupils, including CYIOC: Health; Attendance; Exclusion; Early Help; Family Learning; SEN; Economic Development; Youth Direction; TVCA
  2. Build school leadership capacity to impact positively on disadvantaged provision and outcomes (attainment, progress, attendance, exclusions, social, emotional, behavioural).

Current strategies programmes and interventions are as follows:

  • A range of data sets have been secured from which support accurate and robust analysis and evaluation of Closing the Gaps (CtG) outcomes over time (3 years) for disadvantaged pupils.
  • Evaluation of CtG outcomes over time (3 years) has been carried out for disadvantaged pupils.
  • Identified priorities and intelligence are routinely shared via our primary and secondary Schools Strategy meetings.
  • Priority schools for CtG/ Pupil Premium challenge and support have been identified. 

A range of ongoing differentiated challenge and support  to priority Pupil Premium Schools is in place which strengthen Leadership and Management systems including:

  • Pupil Premium Reviews
  • Pupil Premium Audits
  • Higher Achievement Reviews
  • Pupil Premium: Governor Support and Challenge CPD
  • Collaborative Reviews
  • Bespoke intervention plans

Termly Closing the Gap Clusters attended by Pupil Premium Leads across the Tees Valley provide an opportunity to:

  • Showcase best practice of schools which evidence strong outcomes for disadvantaged pupils
  • Strengthen school to school support
  • Share updates to support improvement, locally, regionally, nationally and internationally
  • Adviser reports are monitored and scrutinized for proportionate, challenge and provision.

A range of resources have been designed and disseminated across the local authority to strengthen school self -evaluation and school improvement planning including:

  • Excellence in Inclusion
  • Pupil Premium Toolkit
  • Gender Audit
  • Governor Audit
  • Website checklist

Pupil Premium training has been accessed locally, regionally and nationally; effective practice has been disseminated via Closing the Gap Clusters and relevant CPD across key phase.

Transition Guarantee has been implemented which directly addresses the need to secure better progress from Year 6 to Year 7 and provide personalised pathways for pupils vulnerable to underachievement, especially those in receipt of Pupil Premium funding.

Bid applications to the Strategic School Improvement Fund and the Education Endowment Fund have been made.

Multiagency support is engaged for partnership working to deliver the above including:

  • Virtual School
  • Health
  • Attendance Team
  • Exclusion Team
  • School and Governor Support
  • SEN Team
  • Educational Psychologists
  • Community Safety
  • Youth Direction
  • Transforming Tees
  • Tees Valley Combined Authority

School Readiness

A wide range of strategies are currently in place in order to promote school readiness and raise achievement for children by the end of the EY.  These strategies are led by the Education Improvement Service and aim to:

  • Build capacity across schools and settings to deliver effective EY education
  • Build capacity and promote effective sharing of information between key stakeholders to ensure that the most vulnerable children access early intervention

Current strategies and programmes include:

  1. Assessment and Moderation meetings each term
  2. Early Years Matters (aimed at EY Leaders in schools) and Managers’ Meetings (settings)
  3. Partnership Meetings (see Section 1 above)
  4. ‘School Readiness Through Moving Forward’ Forum (see section 1 above)
  5. Getting the Balance Right – targeted intervention with schools
  6. Talking to Learn – Strategic School Intervention Fund project working with 7 targeted schools, but also aiming to develop expertise and capacity across the sector
  7. EY Leadership: Impact and Inspiration
  8. Assessment Toolkit – promoted widely to all those working with young children
  9. Moving Forward 0-5 transition guarantee

Multi-agency support is engaged in many of the above strategies and programmes, including representation from:

  • SEN
  • School
  • Early Help
  • Social Care
  • Health
Print Friendly and PDF