SURREY INTEGRATED SERVICE FOR YOUNG PEOPLE
Self-Evaluation Summary
2016-17
1. The context of the Hope Service
The Hope Service is a multi-agency service for young people aged 11-18 who have complex mental health, emotional, social and educational needs which cannot be met by one agency alone. It is a joint partnership between Surrey County Council and the Surrey and Borders Partnership NHS Foundation Trust. At Hope there is a dedicated team of teachers, social workers, nurses, psychologists, art/drama therapists, psychiatrists, occupational therapists, and activity workers.The Hope Service remit
· To prevent or shorten Tier 4 inpatient hospital admissions for young people with mental health difficulties.
· To prevent out of county fostering, community home or residential school placements for young people
· To prevent family breakdown, where a young person is likely to be placed out of county
· To work with young people in the community and/or through the provision of an individualised day programme to meet their specific therapeutic, educational and social needs.
· To support young people to access employment, education or training on exit from Hope.
· To work with young people on a short- term basis, usually for 6 -12 months.
The day programme offers structured therapeutic, educational and personalised recreationalactivities to young people. It runs daily during term time, and continues with therapeutic work and activities in the school holidays. In addition to the day programme, The Hope Service runs an outreach service where co-ordinators will visit young people and their families in community settings, often within their homes, and not on the Hope sites.
The Therapeutic Day
The concept of the ‘Therapeutic Day’ underpins the Hope Service Day Programme and itencompasses all sessions; therapy, education and activities. Whatever happens in the day is considered part of the work with the young people. The emphasis is on building trusting relationships and improving self-esteem and confidence.
Young people will only achieve educationally if their psychological and emotional needs are being met. The psychological and emotional resilience resources that are accessed through therapy help the young people to build resilience and therefore take risks in their education which, in turn, are more likely to lead to positive outcomes.When young people achieve in education they may notice a greater sense of self (the ability to think, reason and reflect) which leads them to be more curious to explore this in their therapy and build further on these resources. These skills are essential for the development of lifelong learning and may have been underdeveloped in the young person prior to their acceptance into the Hope Service.
The combination of therapy, education and activities creates a sense of belonging, community, membership and self worth within the young people. Not only are these essential life skills but they are also transferable skills that will help each young person be successful when they return to school or college or move into an apprenticeship, training or employment.
Extended Hope Service
The Extended Hope Service is an innovative service provision for Surrey children and young people aged 11 to 18 experiencing mental health or emotional crisis. It offers crisis evening support and a house providing intensive short-term crisis care allowing young people to stay close to their families and prevent premature referrals to psychiatric hospital services or a long term change in their home placement. There are two main services: Firstly a house where young people can stay in a supported safe environment for seven to ten days for respite during a crisis, while staff support the young person and the family to create a plan of care to prevent the situation escalating and a hospital referral. Secondly an out-of-hours mental health crisis assessment and support service which can be reached by telephone 5pm–11pm, seven days a week via the Emergency Duty Team. This service is maintained by psychiatric nurses who can give support and care when most day services are closed.
2. Young people’s achievement
Suggested grade: Good (2)Criteria for outstanding
Throughout each year group and across the curriculum, including in English and mathematics, current pupils make substantial and sustained progress, developing excellent knowledge, understanding and skills, considering their different starting points.
The progress across the curriculum of disadvantaged pupils, disabled pupils and those with special educational needs currently on roll matches or is improving towards that of other pupils with the same starting points.
Pupils are typically able to articulate their knowledge and understanding clearly in an age-appropriate way. They can hold thoughtful conversations about them with each other and adults.
Pupils read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. Pupils in Year 1 achieve highly in the national phonics check.
For pupils generally, and specifically for disadvantaged pupils, disabled pupils and those who have special educational needs, progress is above average across nearly all subject areas.
From each different starting point, the proportions of pupils making and exceeding expected progress in English and in mathematics are high compared with national figures. The progress of disadvantaged pupils matches or is improving towards that of other pupils nationally.
The attainment of almost all groups of pupils is broadly in line with national averages or, if below these, it is improving rapidly.
Pupils are exceptionally well prepared for the next stage of their education, training or employment and have attained relevant qualifications.
Compared with the national average for all pupils, higher proportions of pupils and of disadvantaged pupils, progress on to a range of higher and further education establishments, apprenticeships, employment or training. These destinations strongly support their career plans. / Hope evidence 2016-17
Most young people who attend the day programme for four or five days a week will get two lessons of English and maths and one lesson of Computing. However, many of the young people have just one English and maths lesson a week, and computing if it can be timetabled. This is due to the number of days they attend which reduces when they are ready to start a staged return to their educational provision.
Targets are set based on each young person making 1 step of progress a term if they have 2 lessons a week and 2/3rds of a step of progress a term if they have one lesson a week in a subject. A progress measure of the percentage of young people who make 0.5 steps of progress per term is also used at Hope as a large number of young people have their education sessions reduced from two to one per week as they increase their time back in their educational provision.
KS3
In English 33% of young people made an average of 1 step and 44% made an average of half a step of progress a term.
In maths 75% of young people made an average of 1 step and 75% made an average of half a step of progress a term
In Computing 60% of young people made an average of 1 step and 60% made an average of half a step of progress a term.
FSM young people made more progress than non FSM young people in Maths and Computing and similar progress in English. However when looking at an average of half a step of progress per term FSM young people made more progress than non FSM in all three subjects
LAC young people made less progress than non LAC in English and Maths but the reverse was true for Computing
Two young people achieved credits before being discharged, another achieved a challenges before their timetables changed
KS4
In English, 55% of young people made an average of 1 step and 73% made an average of half a step of progress a term.
In maths, 43% of young people made an average of 1 step and 50% made an average of half a step of progress a term.
In Computing 60% of young people made an average of 1 step and 80% made an average of half a step of progress a term.
FSM young people made more progress than non FSM young people in English and Maths but the reverse was true for Computing. However when looking at an average of half a step of progress per term the gap between the progress of FSM and non FSM is minimal in computing
LAC young people made more progress than non LAC in English and computing but the reverse was true for maths
Two young people achieved Functional Skills Level 2 and two achieved Level 1 qualifications in maths. Three young person achieved Functional Skills level 1 in Reading and Writing and two young person achieved Functional Skills level 2 for Reading. One young person achieved Entry Functional Skills level 3 in Reading and Writing
GCSEs Summer 2017
· YP 1 (KE) (A*, A, B, B)
· YP 2 (KG) Passed Reading
· YP 3 (KK) Maths (B), English Lit (C), English Lang (B), French (C) D&T (C), Business Std (D), Science Core (F)
· YP4 (ALD) English Language (6), English Literature (4), Mathematics (4)
· YP5 (NA) English Language (A*), Mathematics (6),
· YP6 (PP) English Language (A*), English Literature (A*), RS (A*), Mathematics (A), Physics (A), Biology (A), Geography (A), Spanish (A), Computing (B), Chemistry (B)
· YP7 (VW) English (A), Others C ‘s
· YP8 (IB) 6 A*s, 3 A’s
Further Progress Measures
HONOSCA (a measure of health and functioning, widely used in all Health Services) showed significant improvement between entry and exit scores overall, the greatest improvement was in ‘disruptive behaviour’. The improvement was from ‘mild but definite disruptive behaviour’ to ‘no’ problems which is a significant improvement. 52 of 56 young people’s scores improved. One stayed the same and three declined.
CGAS (a measure of psychological, social and school functioning, widely used in all Health Services) showed a significant increase from entry (43.5%) to exit (62.7%). This improvement was from ‘obvious’ to ‘some’ problems – a very strong measure of progress over time
Social Care Questions (measure of social functioning) shows significant improvement in all 3 measures (Home Placement Stability, Engagement with Services and Engagement in the Community),
SABP Service users Questionnaire shows 63% of young people happy or very happy with their education
Attendance 2016-17– 84%. Average attendance at Hope 32% higher compared to their school attendance pre –Hope.
There are no NEETS on exit from the day programme
Evidenced through
Young people’s folders and books
Termly and Annual Education Reports
HONOSCA and CGAS Reports
Social Care Questionnaires
Service User Questionnaires
Further actions needed
· Embed the new Teacher in Charge
· Further support for staff with marking and feedback
· More focussed reading intervention and progress tracking measures
· Embedding of computing curriculum
· Embedding of new English teachers on both sites
· Improved arrangements for collection of exit PASS Data
3. The quality of teaching and learning and assessment
Suggested grade: Good (2)Good (2)
Teachers use effective planning to help pupils learn well. Time in lessons is used productively. Pupils focus well on their learning because teachers reinforce expectations for conduct and set clear tasks that challenge pupils.
In lessons, teachers develop, consolidate and deepen pupils’ knowledge, understanding and skills. They give sufficient time for pupils to review what they are learning and to develop further. Teachers identify and support effectively those pupils who start to fall behind and intervene quickly to help them to improve their learning.
Teachers use their secure subject knowledge to plan learning that sustains pupils’ interest and challenges their thinking. They use questioning skilfully to probe pupils’ responses and they reshape tasks and explanations so that pupils better understand new concepts. Teachers tackle misconceptions and build on pupils’ strengths.
Teachers give pupils feedback in line with the school’s assessment policy. Pupils use this feedback well and they know what they need to do to improve.
Teachers set homework, in line with the school’s policy and as appropriate for the age and stage of pupils, that consolidates learning and prepares pupils well for work to come.
Teachers develop pupils’ reading, writing and communication, and where appropriate mathematics, well across the curriculum
Teachers expect and encourage all pupils to work with positive attitudes so that they can apply themselves and make strong progress.
Pupils develop the capacity to learn from mistakes and they become keen learners who want to find out more. Most are willing to find out new information to develop, consolidate and deepen their knowledge, understanding and skills, both in lessons and in extra-curricular activities.
Most pupils commit to improving their work. They are given time to apply their knowledge and understanding in new ways that stretches their thinking in a wide range of subjects, and to practise key skills.
The school gives parents accurate information about how well their child is progressing, how well their child is doing in relation to the standards expected, and what their child needs to do to improve.
Teachers challenge stereotypes and the use of derogatory language in lessons and around the school. Teachers promote equality of opportunity and diversity in teaching and learning. / Hope evidence
2016-17: 50% of teaching ‘Outstanding , 50% Good
YP sit baseline assessments on entry to day programme and challenging progress are set with progress monitored and updated termly
All lesson planning is personalised for each young person and progress tracked in all lessons
Active/Independent learning in the classroom to build resilience and develop learning
High level questioning and interventions in classroom to support learning
Feedback in all lessons
Reading tests to identify those with low literacy who need further /more intensive support in English lessons
DEAR (drop Everything And Read) runs for 20 minutes every day to improve literacy
Evidenced through
· Learning walks
· Folder scrutinies
· Lesson observations
· 2 year trend analysis
· Lesson plans
· Termly reports
Further actions needed
Move three teachers from good or outstanding
Consistency of planning and marking across all subjects – WWW and EBI needs to be embedded