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Supporting pupils: A study of guidance and pupil support in Scottish schools

Appendix A7: Case Study Schools

1. Introduction

School A is a small primary school located in a rural area. It has a roll of 70 pupils, most of whom come from within the village. The school is housed in a relatively new open plan building and includes a nursery class and variable composite classes for P1 to P7 pupils. The headteacher, who has been in post for approximately ten years, teaches half time. This allows for the formation of four classes every morning and three in the afternoons. The school also employs one classroom assistant and has peripatetic support for learning support, music, art and physical education. Pupils' parents are employed in the farming, fishing, hydroelectric, and tourism industries and also by the local authority. The headteacher reported a recent increase in the number of parents who 'telework' from home, including a few families who have relocated from England.

2. Organisation of guidance/pupil support

The headteacher and the teachers explained that pupil support was embedded in the school ethos and their teaching practices. They had a very strong PSE programme delivered in blocks of six weeks using resources provided by the local authority but also by integrating pupil support throughout the curriculum, in relationships between pupils and teachers and amongst pupil and in a shared level of accepted behaviour. A pupil council met every Monday. This was chaired by a P7 pupil and pupils could raise issues of concern. The headteacher believed that: if you give children a bit of a head, they will surprise you. The school also used Circle Time in which pupils could raise issues which could be addressed in PSE or in other curricular subjects. Staff were encouraged to deal with minor issues of concern and establish quality relationships both with and amongst pupils: the headteacher thought that these were the essential building blocks of pupil support.

3. Views on what works

Teachers: Two teachers were interviewed: one had been teaching in the school for over twenty years and the other for two years. Both confirmed the view of the headteacher that guidance/pupil support was an integral part of teaching and school ethos and that the school was a 'telling school' in which pupils were encouraged to make teachers aware of their concerns. One teacher explained that pupil support was essential in the early years: it is a very big part of an infant teacher's life in the classroom … if a child is not happy we deal with that first by talking with the parents, looking at what is happening in the playground, things that happen in class. However, she did admit that she found implementing Circle Time with infants could be a bit hard but that catching up with what was currently important for the child, and encouraging children to listen were important. She had found that resources developed for teaching Personal and Social Education were not greatly helpful. The other teacher explained how she was available before school so that children could help her prepare and take the opportunity to talk to her informally. They could also leave a note for her, approach her individually or accompanied by a friend. She confirmed that although the school had high expectations regarding work, it was also a very relaxed school, very open and both children and parents can talk with you. It was not all pallsy-wallsey but the children know that you are there, there is a calm atmosphere and you never hear anyone shouting.

Parents: Fifteen parents returned completed questionnaires: five had children in P6; five in P7 and five had more than one child in P3-P6. In total they represent 21 children: ten boys and eleven girls. Overall parents were satisfied with the school (5 very satisfied and 9 satisfied). Nine thought that the school was very warm and welcoming and five fairly welcoming. Nine parents felt very involved in any decisions teachers made, three a bit involved and 4 not very involved. The overwhelming majority believed that their children were happy in the school (5 very happy and 9 happy). Only one parent reported that his/her child was very unhappy. Parents made suggestions for ways in which the school could be improved. One would like to see more community volunteers engaged as classroom assistants on a one-to-one basis with pupils and two wanted a less formal relationship with the headteacher.

Pupils' views: The majority of P6/7 pupils who returned a questionnaire reported that they had been happy (8 very happy and 9 happy) during the past year. Nine thought their school was very friendly and 10 friendly. Pupils in the focus group explained that they liked school because they enjoyed working, meeting friends and playing in the playground. One P7 boy said that he enjoyed mathematics because it was a little bit challenging. They all thought that school was a friendly place in which there was no bullying, no pushing and the only time you get hurt is by accident on the playground. Pupils had a clear idea of what they expected from teachers. Their best teachers: make you work but when you do it, you get rewarded and[she/he] lets you have fun after you're done it. Teachers should be: friendly, nice to you, smile and look happy, qualities which they believed teachers in the school demonstrated. If pupils were worried they reported that they felt able to approach a teacher in the school (16 of those who responded to the questionnaire indicated that they would tell their teacher if they were worried about being bullied and 17 would report difficulties with work to a teacher). However, it should be noted that more pupils indicated that they would tell their 'mum or dad' if they were worried about being bullied (18 pupils); in difficulty with schoolwork (18 pupils); worried about their health (16 pupils) and frightened of going to school (17 pupils) than would tell their teachers. Focus group pupils did point out that they could arrange to talk privately with a teacher in the visiting services room. They liked being in a small school and believed that the fact that the headteacher taught made her more approachable. As one boy explained: it makes her more even [with the other teachers] … she could be more scary if she didn't teach.

4. Inter-agency working

Although the headteacher and the teachers accepted that pupil guidance/support were an integral part of being a teacher, they were also very clear about what they perceived to be the limits of their professional responsibility and competence: as the Headteacher explained: I keep saying to the staff we are not social workers. The school made use of the school nurse who provided individual pupil counselling, and the local priest and Church of Scotland minister who helped with major traumas such as the death of a teacher, 9/11 and the Dunblane shooting.

5. Involvement of parents

The headteacher and teachers confirmed the importance of close contact with parents, who were encouraged to come to school. Parents could approach teachers directly or through the headteacher. Parents also phoned teachers, however, the teachers saw this as a two-way relationship offering opportunities to keep parents informed on progress or problems without waiting for a formal parents' evening. The teachers believed that the headteacher kept parents informed and also made the teachers aware of factors which might affect pupils.

6. Training needs

Both teachers thought that there was a shortage of CPD opportunities in guidance/pupil support for primary school teachers. One thought that with experience an early years teacher just picked it up. The other pointed out that teachers could feel disadvantaged working in inter-agency groups as she believed their teachers' initial training had not prepared them for events such as case conferences. Some time ago the headteacher had attended a three-day training programme on Self-esteem by TACAID on self-esteem, but she still found the resources helpful.

7. Suggestions for improvement

In summary, the headteacher and the staff were satisfied with the way in which the positive school ethos provided the overarching philosophy of respect and support for all pupils. They had identified specialist counselling support for issues which they felt were beyond their role as teachers. However, they offered a few suggestions for improvement. These included:

• More help from psychological services: they are all stretched.
• Opportunities for training in how to work in multi-agency work groups
• Feedback from the high school on how well children had integrated after transfer from P7 so that the primary school could assess the success of its preparation for pupil transfer.

1. Introduction

School B is a small co-educational denominational primary school in an area of multiple deprivation. The acting Head has been in post less than a year. The school is part of the New Community Schools programme. It is housed in a new single storey building and shares a joint campus with a larger non-denominational school, a nursery and various voluntary and statutory agencies connected to the school .

2. Organisation of guidance/pupil support

The acting Headteacher has overall responsibility for pastoral care and welfare of all pupils. All staff, including an acting depute, class teachers, learning support teachers, an early intervention nursery nurse, the learning assistant and business manager, are involved in pastoral support. As the acting Headteacher explained: Everybody is involved in this process. We are all people the children can talk to. Multi-disciplinary Pupil Support Group Review meetings (PSG) are arranged for children for whom the staff are concerned. The school is also involved in a citywide project, which provides multi-professional support for 2 pupils in each of 12 specially selected schools. Youth and community support projects provide outreach workers to the school. PSD is a priority in the School Development plan and every class has Circle time. The teacher in charge of Learning Support meets with every class teacher once per term to discuss pupils' learning needs.

3. Views on what works

Teachers: Teachers expressed concerns about whether class teachers can cope adequately with pupil welfare now that they have to deal with more pupils with additional social and emotional needs. One thought that [teachers] need more resources and staff for children with additional needs to help in the day to day running of school life. Another believed that teachers' key roles in relation to guidance were education, welfare, health and safety of children in class; and physical and emotional needs, where we can. This informant also emphasised that primary pupils build up a special kind of relationship with their teacher in a way that she thought they did not with secondary teachers, we take over from their Mum's. Teachers also valued the school's Red and Yellow card behaviour system for managing emergency behavioural problems in the classrooms. As one explained: I can send down and get help. They [the senior management] will drop everything. We have a Learning Assistant who can take them [disruptive children] out of class and calm them down. Teachers are also supported by local agencies, such as a youth and community service: we work with them on issues, such as anger management. We have targets such as those on the wall on the orange 'post its', such as, listen to instructions, stop talking when asked to and sit properly. We have just invented a new target for one boy. It is to work together. We have the orange sticker with his name on it. He knows what he has to do!

Parents: Overall parents were satisfied with the school although two were dissatisfied about contact with the school. All felt that their children were happy at school (6 very happy and 3 happy). Eight parents thought that the school was welcoming (7 very welcoming and 1 welcoming) and only one said that the school was not very friendly and staff were not keen to meet parents' requests. All were very satisfied with their child's progress and none were dissatisfied with their child's behaviour. Most felt involved in any dealings they had with school staff. Parents' suggestions for improving pupil support included:

• More teaching and medical staff (ie nurse visit once per month)
• Employing some male teachers would help with the behaviour of some of the boys
• The P2/3 class teacher needs an assistant to escort the P2 out of school
• More supervision and security during playtime
• More notice about parents' evenings.

Pupils' views: Sixty-three pupils completed questionnaires. Nearly all children felt that their school was a friendly place, and that they were well supported in school. The vast majority were happy to talk to adults if they had problems. Some made suggestions for improvement, including getting more golden time; doing more reading; art and/or science; no bullying or fighting; and more playtime and/or time outside. Members of the pupil council indicated that they liked being involved because they felt that they helped get things done. The younger ones said that they liked having the support of the prefects in P7. All felt that they had somewhere to turn if they had personal problems, such as bullying. Some pupils reported that they would go to prefects, who said they would take them to the class teacher if the problem persisted.

4. Inter-agency working

The school involved members of other professions in the Pupil Support Group Review meetings. A Community Support Team Social Worker and an Educational Psychologist associated with the school both thought that guidance was well integrated with outside agencies, such as social/community work, Children's Panel, educational psychology, police, local businesses and the parish church, it is part of their ethos to be supportive of families and this is not just on paper. They do try to keep kids in this school. This school does think about the whole child. Both indicated that the Pupil Support Group approach was well established and the meetings are well attended by other professionals. However, the Headteacher said that although regular links with other agencies were working well, it was more difficult to contact other services in an emergency. She explained how a situation might arise which has to be referred on to an outside agency and it can take up to a morning sometimes to make the contact.

5. Involvement of parents

Teachers do phone parents to discuss their children's needs but as the Headteacher explained many parents have difficulties with their parenting skills. She gave a significant amount of pastoral care to parents, they come to talk to me about their child but they have other concerns such as, how to parent the child. Some have reading difficulties themselves and may bring in forms; I have to fill them in for them, for instance, a passport application or formal document. The school is encouraging parents to join the PTA and the School Board. Other school activities involving parents included: school choir evening with apple pie and tea; and children's disco. A breakfast club employing parents is also planned. Other staff expressed some concern about their relations with parents. As one teacher highlighted: We could do with more support from parents. We try to get them to see that we are not scary monsters… However the community social worker thought that some parents were reluctant to accept that their children had behavioural problems.

6. Training needs

Staff suggested that training in:

• counselling and listening skills and making time to listen.
• dealing with disruptive and violent behaviour,
• gaining knowledge and ability to approach and involve suitable agencies
• finding ways to support parents or access support for them in their role at home
• include support staff in CPD related to pupil/adult welfare issues would be useful.

7. Suggestions for improvement

Overall informants were happy with the pastoral care provided in the school. The Headteacher pointed out that c hildren and parents know that if they come to us with problems, such as bullying they will be taken seriously and they will not be fobbed off. We encourage openness. Suggestions for improvement included:

• More of an adult presence in the playground
• Children's Panel needs to be seen to be more searching and rigorous in its evidence collection
• Staff need more ideas and strategies for encouraging parents to be involved.
• More scope and flexibility in the job specifications for promoted staff

1. The school profile

School C is an urban primary school with a roll of 313 and a total of twelve classrooms, a library and an Infant Structured Activity Room. The teaching staff is comprised of Headteacher, Depute Headteacher, 16 Teachers (including 2 sets of job sharers), 4 Classroom Assistants, and 2 SEN staff. Around thirty per cent of pupils are entitled to free meals, which is above the national average. Over one-third of pupils attend through placement requests. Twenty-five pupils are associated with Social Work interventions. The school is perceived to be: a welcoming place (School Board Chair), and has minor tensions amongst children of different denominations. Staff and other professionals perceive the school to be located in an area of economic hardship, with a high level of drug misuse in the community.

2. The organisation of guidance/pupil support

There are no Guidance Teachers as such. Pupil support is organised in a series of concentric rings round the child, interconnected by lines of responsibility and with staged or tiered interventions. In class, responsibility rests with the class teacher and their assistants, who in turn are supported by office personnel, the Depute Head, and Headteacher. Class teachers are also supported by specific need auxiliaries and external agencies, such as Educational Psychology, Social Work and Medical staff. Outside of the classroom, there is a Buddy System linking older P7 pupils with P1 pupils, and older members of the Pupil Council act as Playground Friends. Procedures and policies, such as Promoting Positive Behaviour, Where Kids Count, and Bullyproofing are designed to help promote feelings of security and discipline in the school. Other relevant strategies include 'What's the Score (health education), You have Rights Too, Creating a Confident School (PSD for P6/7s), and Circle Time for P6/7s.

Views on what works

Teachers: Twenty-five members of staff returned the survey questionnaire (main categories: 44% teachers, 32% classroom assistants, 12% clerical staff), and all of them were either very satisfied (96%) or satisfied (4%) with the pupil support. Eighty per cent of staff were frequently involved in general pupil support, but specifically: pupil welfare (88%), discipline (84%), and PSE (68%). They were unanimous on some central issues: that all teachers should have a pupil support function, and all Pupil Support staff should act as pupil counsellors. Major factors contributing to pupil support were teachers' skills in dealing with sensitive issues, and the guide Promoting Positive Behaviour. Of concern were the increasing levels of social work-type issues, and supporting pupils within a tight curricular timetable. Interview respondents confirmed perceptions of a caring school with an active discipline policy: We're a very caring school. Our discipline policy works very well. It is second to none and is followed through very rigorously (Snr. Clerical Assistant) . Methods for pupil support had had a mixed success: Circle Time didn't work with the majority of the more challenging pupils (Headteacher); Peer Counselling had been tried but found wanting: they were too young to handle the issues (Headteacher), although the latter had evolved into the more successful 'It's Good To Talk' counselling sessions taken by the Headteacher. Playground Friends gave effective mutual support, and the Buddy System was widely viewed as a success. Overall, s eeing the pupil in the classroom and the playground is important. Understanding the context is important for understanding the pupil. Understanding what's going on at home is important too (Snr. Clerical Assistant) .

Parents: Eight parents/carers responded to the survey questionnaire. They thought that the school was welcoming (12.5% [1/8]) or very welcoming (87.5% [7/8]). Parents felt very involved (87.5%) or a bit involved (12.5%) in the decision-making process, and were very satisfied (87.5%) or satisfied (12.5%) with the supports available to pupils. Children were thought to be either very happy (87.5%) or happy (12.5%) at school. Regarding contact with the school, one parent stated that: My twin daughters and I had internet classes at school and the staff were excellent (Parent 28). Pupil support also extended to parents: When I was widowed last year the school was very helpful (Parent 27).

Pupils' views: One hundred and twenty-three pupils returned survey questionnaires. They found the school a friendly (43.9%) or very friendly (52.8%) place to be, but 2.4% found it unfriendly, or very unfriendly (0.8%). Most (63.4%) reported that they would talk to a teacher if they had worries, 26.8% that they might, and 8.9% that they would not. Very personal concerns would mostly be shared with a parent or guardian, but 20.3% would tell no one. Pupil comments focused on:

• not wanting to change anything - happy with school as it is; my school is fine because it is fun;
• increasing enjoyment - by making education more fun; more play time; golden time; having more fun things like art; more football;
• improve the facilities - paint the walls; more computers; if we got grass so we wouldn't hurt myself;
• more / less work/ specific subjects - more school work and more homework; less maths; more maths;
• change school bullying policy - having no bullies at school; a bully free zone; it would make me feel better that bullies had detentions and lines;
• alter some social aspects - more friends; if everyone left me alone! if you could be alone;
• more teachers/ support - more teachers; if you could get more help; being able to talk to someone with-out fear;
• increase opportunities and decrease testing - more school trips; less national tests.

4. Inter-agency working

Inter-agency supports were varied and extensive. They was perceived to be functioning well, in part because staff were seen as interacting well on a personal level, and in part because of a managed network support system involving teachers (Educational Psychologist). The close proximity of the school to a social work unit also facilitated inter-agency work (Social Worker). The Headteacher commented on the schools' relation to Social Work: Society is changing, and Social Work is taking up more time than it used to. They are becoming more open with us, are sharing more information now. From the Social Work perspective: There's a culture at the school that children come first, and we're in concert with the school in terms of defining children's' needs. Every school should be a Community School, with a Social Work unit. One difficulty was that: There used to be a school medical officer who was fixed with that school, but now we have medical officers who are only peripherally attached and who can change and come from any of the areas within the authority. (Educational Psychologist).

5. Involvement of parents

Parents and carers are perceived as involved with the school and supportive of it, with a well attended PTA, Parent Helpers assist with some events, and good relations are maintained: There's a very good relation between parents and the school. There's good communication - formal as well as informal (Educational Psychologist). Carers are confident saying their piece. Parents will engage - they are able to because of the ethos. The school is open about children (Social Worker).

6. Training needs

The staff survey respondents were unanimous that specialist training for pupil support staff should be compulsory, and that all new teachers should be introduced to pupil support in their initial teacher training. All agreed that support staff should be trained in time management skills, and knowledge of, and how to involve the relevant support agencies and networks. Ninety-two per cent also agreed that such staff should be trained in negotiating and listening skills. Open responses identified the need for training in Child Protection, sensitive issues, and time management.

7. Suggestions for improvement

Although the parents made no particular suggestions how to improve pupil support, the pupils themselves did (see above), and staff focused on the above CPD issues. An Educational Psychologist suggested some structural changes: The immense personal commitment is a major resource, but it tends to be individually based rather than systemic. More could be done at a structural level but it needs to be planned.

1. Introduction

School D is a medium sized secondary school that was opened in 1980. Its catchment is mixed, drawing pupils from two local education authorities. The S5/6 curriculum is provided jointly with a neighbouring secondary school in order to offer a wide, flexible combination of courses to senior pupils. There is a special unit on the school site for pupils with Autistic Spectrum Disorder (ASD) to enable them to be part of a mainstream secondary school and also a specialist school of music.

2. Organisation of guidance/pupil support

The school has a well-developed, vertically structured guidance system. A group of 3 guidance staff and members of the senior management team provide support to pupils and staff through a range of planned and informal contacts. All pupils have a guidance teacher who will have overall responsibility for their pastoral care and welfare during their school careers. Siblings are usually allocated the same guidance teacher. The Depute Headteacher in charge of guidance communicated with the guidance team; the Depute in charge of S1 to S3 contributed to behaviour support, the management of staff development and the primary/secondary transition, and the Assistant Headteacher in charge of S4 to S6 was planning improvements to the upper school curriculum and implementing Personal Learning Plans. The Depute responsible for guidance worked closely with the Support for Learning Principal Teacher to manage the provision of the relatively new Behavioural Support Base.

3. Views on what works

Teachers: Overall the 35 teacher questionnaire respondents were satisfied with the organisation of pupil guidance in the school. However, many were worried that job sizing had devalued the role of guidance teachers. There was a suggestion that additional support staff could be used to assist with some of the pupil guidance functions. A minority made suggestions for future improvements: these included better advice on science subject options and more transparency surrounding the sharing of sensitive information.

Parents: Ten parents returned questionnaires. Three had one child at the school, 3 had two children, 3 had three children, ranging from S1 to S6 and one gave no details. All agreed that the school was welcoming and were satisfied with their child's progress, behaviour and the overall support available for pupils in the school. However two were dissatisfied about contacts they had had with the school in terms of subject choice and bullying. Parental suggestions for improving pupil support included: to employ six guidance teachers instead of three; more frequent reports for pupils receiving learning support; to make it easier to be able to change a pupil's guidance teacher; to encourage more interaction of seniors and junior pupils in small groups; and more contact between guidance staff and parent/child in a positive environment, such as, more interviews to check children's needs are being met so as to keep up pupils' motivation.

Pupils' views: Pupils generally appreciated the overall guidance they received for curriculum advice, counselling and other personal and emotional support: they felt that staff were usually very approachable. As an S1 girl put it: You are treated with respect but the teachers have to trust you first. And an S1 boy explained that: In the playground you can go where you like in the playing field or whatever as long as you are back on time…at this school they sort things out if there are problems outside… Nevertheless two S3 pupils did not feel so well supported. One girl said: I don't like being told what to do. I can't really talk to the teachers. With teachers it is hard...I would not go to my guidance teacher. One guidance teacher, I would speak to her. She sent me a card when I was in hospital. I would prefer to speak to someone my own age. And a S3 boy thought that: They [guidance staff] say that they will do things and then they don't always…. Perhaps they need more time to speak to me to understand what is going on. I need more time with the guidance teachers to get this off my chest! Overall pupils liked having the same guidance teacher throughout their school careers. However some had reservations: I got hassle over my brother because he was a troublemaker. Students also thought that PSE was useful to sort things out and according to the students some of the helpful discussions were about: safety with fireworks and bullying. An S1 girl explained: They [PSE teachers] teach you what to do if you get bullied and how to work around it and they tell you that you are best to tell someone and who is the best person to tell…they say don't keep it to yourself. The S5/6 pupils commented that the outdoor residential experience in S1 had been invaluable for them. Some were now involved in it again as peer tutors. The senior pupils had been on a peer-counselling course. As an S6 boy elaborated: we take care of an S1 class. It's not a power trip! Pupils also valued annual individual interviews with guidance staff. An S3 boy explained the importance of these regular meetings: The ideal is that you trust them and they have to know you. You go through an interview with them each year. It puts you on the spot you have to think. You have to talk about what you like about school and being at home. An S5 girl explained the importance of having someone to be able to advise them about their subject options as they grow up: I don't mind coming here. They spend time with me. It is good that Guidance have seen me grow up. My guidance teacher she knows what I'm like. For subject choice, they sat down with you and look at it. They say what are you good at? They have helped me get the subject levels right. Students with disabilities commented that they get helpful additional support from guidance. Another senior girl explained that the guidance team were good at vocational-related advice : When you're faffing around with the UCAS forms they are very helpful. They [guidance staff] come and check the way you're filling them in. It saves a lot of time. They just make suggestions when they think you need a hand. An S6 girl emphasised that all students are given help to find a vocation: In another school they wouldn't do as much for you as here. The [guidance] job would not be so clearly defined. You know when you go to see them that it is part of their remit to speak to you... They help everyone equally with their future from university to apprenticeships.

4. Inter-agency working

The three members of other professions interviewed all reported that they had good working relationships with the school largely because guidance staff were very approachable and all staff worked closely together. As the Social Worker put it, we are altogether ahead of the game! They felt that they could get information quickly from the school. They believed that the guidance structure worked well because teachers had such good relationships with the pupils and parents. As the Educational Psychologist put it: The pupils know that they can go and see them whenever they like. They can just drop in. When the guidance staff involve parents it is seen as supportive and not a criticism of them. The police liaison officer had an annual input into the PSE programme, which she saw as a useful opportunity to put the community's views to the young people. She also contributed to other lessons depending on local needs, eg a session on date rape.

5. Involvement of parents

The school believes that it has very good relations with parents and the community. Parents of S1 pupils are introduced to their child's guidance teacher who remains their main point of contact with the school. This helps to develop home school links. Guidance staff informants explained that they encourage parental contact and sometimes offered counselling to parents or recommended other useful services, such as family counselling. Subject teachers complete progress alert slips for pupils who are causing concern so that guidance staff can discuss pupils' progress with their parents.

6. Training needs

7. Interviewees thought that staff needed an appropriate personality and prior experience of teaching in order to undertake a guidance role. Suggestions for in-service training included: introduction to counselling; child protection issues; bereavement; self-harming; alcohol and drugs; confidentiality; bullying and best practice in Autism. Some staff pointed out that the best training was 'doing the job'. As one member of the senior management team explained: There are some useful courses in ITE on Multiple Intelligence, for instance. You can't get away from needing hands on! It is vital to be in school and able to discuss the problems as they arise. They have to be able to deal with putting the theory into practice. You need to develop a positive atmosphere in the classroom. However it is essential to keep enhancing the service…

8. Suggestions for improvement

Informants made a few suggestions for improvement. These included:

• job shadowing to monitor guidance teacher's functions
• integration and sharing of information about pupils.

1. Introduction

School E is a large, six-year mixed comprehensive secondary school located in a semi-rural area with an urban catchment, and a roll of 1,135. The school is well-equipped and staffed, with recently upgraded music, PE, science, computing and technical education facilities. In addition, it has a nearby facility ('The House') for behavioural support. Pupils are drawn mainly from a large private housing estate, a housing scheme with significant levels of unemployment, and from rural areas dominated by farming.

2. The organisation of guidance/pupil support

At present, overall responsibility for guidance rests with the senior management team and the Assistant Headteacher. Three Principal Teachers of Guidance and five other teachers have a guidance support role. The latter are not involved in full-time guidance. The Headteacher convenes a monthly School Review Group to consider individual pupils' needs. A more powerful Area Review Group considers the more complex and intransigent cases. Both my involve external agencies. The nearby 'House' is staffed by four teachers who offer 1:1 behaviour and learning support, while two external agencies provide ongoing behavioural support. Each pupil ideally maintains a stable reference point ('anchor') in the same Guidance teacher throughout their school career. However, when asked to describe the organisation of guidance/pupil support in the school, one teacher described it as An ever changing ball game, while another described the changes as involving a lot of resentment and anger. The anticipated, flatter structure for guidance/pupil support will involve fewer, but full-time guidance staff. In addition, pupils in S1 to S3 will also be supported by specialists in Behaviour Support and Learning Support.

3. Views on what works

Teachers: The six teacher interviewees all spoke of the strengths of the schools' guidance/pupil support system. These were felt to be due to the good links with pupils, skills at communicating difficult issues with parents, and their way of working: the role is like that of the GP - not to cure but to know who could. Not only were issues felt to be effectively dealt with, but We have a better record here of keeping hold of problem kids and absorbing them. Consequently, The school is renowned for its pastoral work. Some external agencies were thought to be understaffed and under-resourced, which limited their effectiveness. However, there was widespread unease about the current restructuring. For example, one teacher said: Guidance in Scotland as fundamentally a civilising process; its worth to Scottish Education is of inestimable value. I'm alarmed at what's being done. The move toward full-time Guidance Teachers: they need that contact in the classroom.

Parents: Thirteen survey questionnaires were distributed to parents, and 7 were returned. Parents reported being either satisfied (86%) or very satisfied (14%) with the guidance/pupil supports available. All respondents knew who their child's Guidance teacher was, and found school staff helpful and easy to contact. Parents strongly agreed that pupils were encouraged to do well, and agreed that staff worked hard to meet the needs of all children, that the school was very welcoming, and that parents were regularly consulted. Children were thought to be very happy (71%) or happy (29%) at school. Some parents (29%) requested that the provision of guidance and learning support be undertaken by a well-known staff member, such as the class teacher, who would remain with the child for the whole of the six years. (This implies difficulties with implementing the stable reference, 'anchor' concept). Most of the parents sought not to change the guidance/pupil support system, although one suggestion was to increase the accessibility of the guidance teachers, and another was to develop the links with the student council in order to improve the pupil support within the school.

Pupils' views: A pupil survey and focus group were conducted. The survey found that pupils generally enjoyed school: 70% were happy with school, 84% thought the school was either very friendly or friendly. The focus group supported this, and agreed that it was enjoyable particularly for its social benefits, although as term progressed it was felt to became increasingly boring. While w e mostly like the teachers, some felt that some staff were not helpful, rude, too busy, or tended to focus on the bad kids too much. The pupils knew all the school's guidance staff. The survey found that 87% thought their guidance teacher was either very helpful or helpful, but the focus group thought their advice could be repetitive…and not necessarily relevant (ie smoking and bullying) . Furthermore, they thought that there could be more contact with the guidance teachers, they need to be more accessible. There is a set period, but they can be hard to talk to then. The survey found that 63% of pupils felt unable to talk to a guidance teacher about personal things. However, the focus group reported being consulted on issues that affected them. Concerning the responsibility for guidance/ pupil support, You need someone outside of the classroom, because some teachers shout at you. As for who could take on the role, Older teachers have more experience but are harder to talk to. Pupils felt that, ultimately, who you see depends on the issue. You should be able to use your own judgement who to talk to.

4. Inter-agency working

Four telephone interviews were undertaken with members of other professions. The consensus amongst them was that the links between services and pupil support were strong, or really strong (Attendance Liaison Service). The success of guidance was perceived to be due in part to the personal qualities of the headteacher: From my perspective it works, and is enjoyable because of the way the Rector works (Psychological Service). Similarly: his modus operandi is to seek to resolve problems in a very 'softly' softly' way… and we usually get some action (Social Work). The School Review Group was also widely held to be of critical importance: its not just for discipline… it's a problem-solving forum (Psychological Service). A third important factor was the behavioural support available in 'The House', whose staff were widely held to be: really committed, really good (Social Work). Ultimately, the school is really good at working with families (Social Work). However, some difficulties were apparent with inter-agency work: The sticking points tend to be at managerial level, and concern budgets, roles and responsibilities; there are territorial issues here (Education & Community Services).

5. Involvement of parents

The interviewed teachers all perceived the involvement of parents in a positive light, typically that their level of involvement and support for guidance was very good . Parents can look to Guidance for help and support. This was seen to be facilitated by its organisation: Guidance is the first point of contact. There's a named person. If the Guidance Teacher wasn't there, I'd be concerned. The skills of the staff were also seen to be important: Guidance staff are good at communicating difficult issues with parents. There are no real problems.

6. Training needs

A range of CPD needs were identified, on a variety of levels: to increase staff awareness of other agencies, such as the Police regarding drugs issues; the need for greater awareness of legal issues concerning and knowledge of Child Protection; time management (contact time for guidance/ pupil support is now short, so there's a need to prioritise [a teacher]). Inter-personal skills and counselling were also identified as training needs. The general lack of guidance Certificates amongst staff also raises CPD issues. However, We're invited to do CPD but then told there's no money (a teacher).

7. Suggestions for improvement

Respondents made a number of suggestions for change, including: parents could be more involved in subject choices, transition times, and career choices; the Social Education groups are far too large; inter-agency meetings could review recurring cases. There is a need for clarity of purpose and better communication between the structures for guidance and for discipline: decisions were being made separately (Psychological Services). There is clear evidence too of local difficulties in the Social Work and Psychological Service departments due to under-resourcing, felt to have knock-on effects within the school. Both school staff and some external professionals suggested increasing the links between Social Services and the school along New Community School lines, despite some previous difficulties: The New Community School model is a good one, and would be supported by Guidance staff.

1. Introduction

School F is a non-denominational secondary school serving an urban area with multiple measures of deprivation. Nearly 60% of pupils are entitled to Free School Meals. Although its relative position has been raised since 2000, locally and nationally it is ranked near the bottom of the Education League Tables for Standard Grades. In 2000, three pupils had a Record of Needs.

2. Organisation of guidance/pupil support

The dedicated Pastoral Care team is comprised of the Acting Depute Headteacher, Acting Principal Teacher and three Principal Teachers, supported by a SEN Classroom Assistant. They have no subject responsibility, but are involved in personal, curricular, and vocational guidance, deliver PSE and work with parents and external agencies.

There is a managed Pupil Support Base for pupils finding difficult with school life. To help combat bullying, a Help Other People Etc Group (HOPE) of senior pupils are trained as mentors, and are linked with S1 registration classes for supporting younger pupils.

3. Views on what works

Teachers: Staff who took part in the group discussions were satisfied with the guidance system. Many remarked that the move to a full-time Pastoral Care team had resulted in subject teachers being more able to concentrate on teaching which was believed to have contributed to raising attainment among pupils. Moreover, guidance staff were recognised as having built up particular skills in counselling pupils and teaching PSE which other staff, with a traditional part-time responsibility for guidance, would be unable to do adequately. Staff singled out the attendance scheme, administered and monitored by the Pastoral Care team, as particularly successful in tackling pupil absence.

All staff questionnaire respondents (24) were satisfied with the current guidance/pupil support provision available in this school (13 staff very satisfied: this included one with an unspecified post and a teaching assistant). A quarter of the staff expressed concerns about the provision becoming too remote from the classroom, such as: sometimes guidance staff take too soft an approach to unruly pupils - appears at times to reward bad behaviour. . [they] are offered anger management sessions, massages…and their behaviour does not improve and in some cases deteriorates. In contrast, a similar number of respondents mentioned the advantages of the full-time specialist system as this respondent emphasised: Would be concerned if staff in guidance were not full-time. Pupils in our school require a tremendously high level of support to ensure they achieve their potential in the curriculum.

Parents: Four parents returned questionnaires. All had one child at the school ranging from S2 to S6: in three cases this was a boy. All agreed that the school was welcoming and three were very satisfied with their child's progress. (One did not respond to this question.) All were satisfied with the support available for pupils in the school (2 were very satisfied). One parent was unsatisfied when they contacted the school to provide information. Suggestions for improvements included: to make sure the pupils are listened to…strictly uniform only…more information regarding subject choices and course entry subjects when entering 3 ^rd year.

Pupils: Eighty-seven per cent (87%) of surveyed pupils regarded the school as friendly, while 82% agreed that the school encouraged all of its pupils to do well. Guidance staff were an important source of help and advice for pupils in the school: 74% of pupils would approach them if they were being bullied; 66%, if they were experiencing problems at home; 64%, thinking about future planning; and 64%, making course choices. Ninety-two per cent (92%) of pupils who had seen a member of the pastoral care team were satisfied with the outcome. Fifty-seven per cent (57%) of pupils indicated that they could talk to a guidance teacher about a very personal matter.

Pupils who took part in the discussion group expressed much satisfaction with the school's guidance system: You can go to them anytime, they are full-time. In terms of the ideal person to provide guidance, pupil informants said that gender and age were not really important. According to the group, the key characteristics of good guidance staff were: [being] trusting, had time for you, could talk to them, not patronising, wouldn't talk down to you, someone you can share a joke with…. Guidance staff in the school were all felt to possess such qualities. The group praised staff in having a proactive approach to pupil problems: guidance teachers here can spot when you have a problem…they will come and see you…they don't judge you. When asked about possible improvements pupils felt that more could be done about bullying and the activities of NEDS.

4. Inter-agency working

Guidance staff regarded the fostering of inter-agency links as important in responding to the range of needs presented by pupils. In particular, a local Youth Stress centre was seen as an important resource for the school. Staff shortages in the social work department were seen as having hampered the development of work with this agency. Much work on the part of the pastoral care team had gone into the development of links with local businesses for pupil work placements. Links with primary schools was also given a high priority with staff establishing contact with primary pupils two years before they moved to secondary.

The Healthy Schools coordinator viewed the model of guidance as a sustainable model that works well, and that: the guidance team are a key part of the school staff and school life. Similarly, the Community Firefighter felt that: the work they do is impressive…I thought they had it cracked…It used to be just careers advice. Now they're teacher, social worker, mother, father, confidante.

5. Involvement of parents

Guidance staff agreed that involving parents in their work and the school in general was very important. Most commonly they kept in touch with parents by telephone and letter. Contact with parents was felt to be particularly important at transition time. Guidance staff also felt that many of the parents in the catchment area also experienced difficult lives and required a degree of support as well. Members of the pastoral care team were available to accompany parents to childrens hearings. Parents were generally regarded as supportive of the guidance team. Interviewees said that they rarely received complaints from parents.

6. Training needs

Members of the Pastoral Care team identified several areas for further training. These included; developing their pastoral care skills, solution focussed therapy, and behaviour management. They also pointed out that developing an ever-increasing range of skills should not be an end in itself since other agencies which already possessed such skills could be called upon for support.

1. Introduction

School G is a denominational secondary school that was opened in 1933. Since the reorganisation of local government in 1996, the school draws pupils from three local authorities. The school has a range of facilities including a lecture theatre, assembly hall, astro-turf pitch, swimming pool and sports hall, which are also used by the local community.

2. Organisation of guidance/pupil support

The school's system of providing support for pupils integrates all aspects of pastoral care and learning support into a holistic support system. A total of 21 staff (a mixture of promoted and non-promoted staff) are organised into year group teams, each led by a Depute Headteacher. A Depute Headteacher has overall responsibility for the Pupil Support system. On entering the school all pupils are assigned to a Pupil Support teacher, who remains responsible for them throughout their school careers. As one teacher explained Pupil Support provides the link in the educational chain between home and various departments in the school. All other teachers are expected to have a general responsibility for pupil welfare, but Pupil Support teachers maintain an 'all round' picture of an individual pupil's progress. The Pupil Support teacher also prepares a structured Pupil Support programme to help all pupils. Pupil Support staff report being engaged in a number of important tasks in addition to their teaching duties. These include:

• developing close links with P7 pupils and teachers
• care of new admissions
• monitoring the academic progress of pupils
• giving advice on course choice
• checking on attendance and timekeeping
• care of pupils facing difficulties - emotional, physical or school work
• preparation of reports on pupils - for employers, colleges, universities etc.
• contact with parents of individual pupils - by letter, telephone, interview and meeting
• links with supporting agencies such as the Careers Service, Social Work, community organisations etc.

Senior Management sees the role of Pupil Support as a fundamental part of supporting pupils in which not only Pupil Support teachers but also all other teachers are involved. All staff are encouraged to take an interest in the education and welfare of pupils as part of the overall school ethos. Pupil Support staff monitor the progress, attendance and timekeeping of pupils. All teachers are required to contribute to the program of curricular and vocational Pupil Support and to the personal and social development of their pupils - senior management describe this as a 'collegiate approach'. This is seen as part of teachers' 'moral responsibility' and an integral part of their professional role. Each year the Pupil Support Team with responsibility for S3 negotiates the flexible curricular options for specific pupils with other providers, e.g. colleges, within a framework set up and agreed with the providers by the DHT for that year group.

3. Views on what works

Teachers' views: Overall, the six teacher survey respondents were satisfied with the guidance/pupil support available in the school (83% very satisfied, 17% satisfied). Small client groups were seen as an important contributory factor. Teachers' responses to open questions focused on the difficulties of time management, the need for the good will of staff, and the danger that pupil support is seen as being too important! (Teacher 155). Interview informants reported that the school's approach to pupil support was proactive and holistic rather than departmental. They believed that the system was effective at addressing the needs of all pupils at all levels. However, some pointed out that there had been some differences of opinion between the school and some support agencies regarding meeting individual pupil's needs, for example, the school's provision of a part-time timetable for a child with cerebral palsy.

Parents' views: Nine parents/carers returned completed questionnaires: 89% were very satisfied and 11% satisfied with the pupil support their child had received. Some parents elaborated their views in open responses, e.g. I am very happy with the support my son has (Parent/Carer 057). One parent/ carer, who appears not to understand fully the current system operating in the school, suggested the school should develop: small tutor groups from S1-S6 allocated to one teacher and timetable to accommodate tutor group time instead of registration slot (Parent/Carer 097).

Pupils' views: Pupils were generally satisfied with their school's pupil support provision. They reported that they would approach a member of the pupil support team for advice on: problems with a teacher (81%), problems at home (54%), being bullied at school (73%), thinking about the future (66%), making course choices (61%), and worries about drugs (52%). Thirty per cent (30%) reported that they had spoken with or been referred to a guidance/pupil support teacher, fifty percent of whom found them very helpful, while 4% found them very unhelpful. Fifty-nine percent would not approach a guidance/pupil support teacher with very personal concerns. Focus group interviews with lower and upper school pupils indicated that both groups thought Pupil Support had improved since the headteacher had implemented the system approximately three years ago. They reported that core Pupil Support staff and other teachers were responsive to their needs and were generally supportive and approachable. They believed that support was genuine and more than just tokenistic. Upper school pupils felt that they could trust Pupil Support staff and other teachers with confidential issues. They also thought that a positive school ethos had a positive impact on Pupil Support, pupil-pupil and pupil teacher rapport. They believed that this was reflected in high levels of good behaviour and positive attitudes. Pupils thought accessing guidance in other schools may have negative connotations but this was not the case in their school where Pupil Support was seen as a normal part of school provision. Pupils believed the headteacher and senior staff played a fundamental part in the development of Pupil Support but that this approach could also be transferred to other schools, regardless of its denomination.

4. Inter-agency working

Pupil Support teachers liaise with a wide range of support services, each with their own strategies and protocols, from three local authorities. Agencies, such as social work, educational psychologists, are invited to Pupil Support planning meetings every three weeks. Teacher informants thought that social work department procedures for intervention and support were often too inflexible to articulate fully with the school's system of pupil support. Other services were seen as more helpful. Specifically, the school set up a programme jointly with a college of further education and has allocated a fulltime Support for Learning Assistant to support pupils who attend college.

5. Involvement of parents

Teachers believed that parents are essential in helping teachers support pupils: one suggested that parents are the key to school's success. Teachers also reported that parents are generally very supportive of the school's efforts and Pupil Support events for parents (including those provided for associated primary school parents) were well attended. The Pupil Support team meets frequently to monitor progress, attendance and timekeeping and members contact parents by telephone or letter to discuss both matters of concern and to praise pupils. Teachers stressed that parents are encouraged and welcome to contact staff. All of the parents who returned survey questionnaires reported attending parent evenings.

6. Training needs

Teachers thought that the school provides ample training opportunities within a collegiate context. Staff are encouraged to access staff development opportunities. However, teachers think that there needs to be more staff trained in Learning Support and special education needs, given the increased priority placed on social inclusion and more pupils with additional needs being taught in mainstream schools. Teachers can access the Chartered Teacher programme but this was thought to be expensive. Health education training is another priority that is being addressed.

7. Suggestions for improvement

As part of plans to improve support for pupils with special educational needs, the school plans to appoint a principal teacher with responsibility for autistic children. The school would also like to increase the ratio of Pupil Support teachers to pupils. However, this is perceived to be difficult due to staff changes etc. Currently, two further members of staff are being trained for this role. The school is also addressing aspects of Pupil Support that relate to the requirements of the McCrone agreement. Pupils made no suggestions to improve Pupil support. Other stakeholders suggested that the school is now looking to the college-based programme as a long-term structure within the school (Snr. College Lecturer). A parent /carer suggested that the kids know they can speak to support teachers about anything that's troubling them. It's only the pupils that should suggest any improvement, as it's only the pupils who would know if anything could be improved! (Parent/Carer 097).

1. The school profile

School H is a special school for primary and secondary school-aged children located in an urban area. The school caters for pupils from a wide geographical area who have severe learning difficulties. Typically, there are pupils with Down's Syndrome, autistic spectrum disorders, cerebral palsy or unclassified syndromes. Other needs involve severe epilepsy, gastric feeds, mobility issues, and a wide variety of sensory and communication disorders. Pupils are organised into nine classes approximating to chronological age. The school is well-equipped with specialist facilities including a 'multi-sensory room', hydrotherapy pool and leisure room, and interactive whiteboards. Most of the 15.7 FTE teachers have undergone specialist training in special educational needs (eg TEACCH, Certificates in Special Needs, DIPSEN). Teachers are supported by two qualified instructors, three unqualified instructors, one nursery nurse and eleven classroom assistants.

2. The organisation of guidance/pupil support

Overall responsibility for guidance/ pupil support is assumed by the senior management team, which consists of the Headteacher and an Assistant Head. There are no guidance teachers or their equivalents: pupil support ('guidance' broadly defined) is thoroughly integrated within the curriculum and the daily running of the school. The ethos is one of mutual support. Teachers perceive pupil support to be a function of normal staff activities, in the sense that all staff have a responsibility for the holistic development and welfare of children. However, the provision of specific tasks is devolved to teachers and their assistants: staff empowerment is one important aspect of school policy. Pupils' more specific needs are supported by professional specialists, including music therapy, hydrotherapy, and full nursing and medical cover for medical needs. However, the provision of some therapeutic services remains a contentious issue as the budget for this service is held by the Health Board. To promote pupil well-being, the school attempts to integrate pastoral care with the promotion of self-help and social skills, and confidence and self-esteem building: Life skills are what we are about (A Teacher). Pupils are challenged to become as independent as possible, in order to prepare them ultimately for adult life. The method involves planned individually-focused target setting, and the provision of opportunities for success within a praise and reward system.

3. Views on what works

Teachers: From the staff survey (n=27), staff were enthusiastic of 'guidance', with 76% very satisfied overall. In brief, 83% of staff were frequently involved in pupil support, most commonly: 76% with pupil welfare, and 79% with PSE, reporting/ communicating with parents, and discipline. In terms of responsibilities, 93% agreed that all teachers should have a duty of care and a guidance function, and 97% that they help with raising pupil self esteem. Qualitative data from the staff interviews underpin these positive findings. Guidance (broadly defined) was held to be extremely successful, typically: the guidance here, what I'm talking about, is excellent. These are the key reasons identified by staff:

• it's a small school with a high staff to pupil ratio. It's far superior to other guidance systems because of the high level of contact with the child;
• all school staff have a responsibility for pupils welfare and holistic development;
• that guidance is multi-disciplinary and highly integrated: every primary school will want to have our sense of family, our holistic approach (teacher), because it starts with [Headteacher] but it's really everybody watching out for everybody else, including pupils looking out for each other (auxiliary escort).
• a detailed Individualised Educational Programme;
• an ethos of encouragement and, in place of standardised assessment targets, a culture of achievement and praise, with an ethic promoting pupil happiness: we focus on their having a happy life - a model for all schools? Maybe! (a teacher).
• dedicated staff with a good morale, and a Headteacher with good organisational, personal and leadership qualities; I would always go to [Headteacher] about anything (a teacher);
• an ethos of mutual support for staff, pupils and parents (Headteacher), and a good relationship between staff and parents: Parents are totally involved. It's needed. Parents need our support. We need each other (a teacher).

Parents: Thirty-seven parents (of 19 girls and 20 boys, aged 5-18) responded to the survey questionnaire. Parents overwhelmingly supported the school: there was unanimous agreement that the school was very welcoming. Eighty-nine percent were very satisfied overall with pupil support, while the remaining 11% were satisfied. Ninety-five percent of parents thought their children were very happy at the school, and the remaining 5% thought they were happy. When asked in the survey how guidance could be improved, there were no negative comments, 43% of the open responses were left blank, 33% were (constructive) comments, and 24% were comments like 'no comment. Nothing needed'. Others included: There is a very warm special bond at [school] between staff, pupils and parents; I can't praise the staff enough.

Pupils' views: A focus group of eight pupils (3 girls, 5 boys, aged 16-18) were canvassed for their views on guidance, assisted by a signing member of staff. The general consensus was that school was an enjoyable place to be, although one person strongly appreciated her time at college. It was friendly and enjoyable because: the teachers are good to us. The teachers were thought to be helpful, most of the time: we like the driver; we like most of the teachers. If pupils had any worries they would: Talk to teacher, staff. They listen to you. Or they would talk to mum and dad. Looking to planning their future beyond school, pupils suggested that the: Teachers will talk to us.

4. Inter-agency working

The school is embedded in multi-agency supports from intensely integrated professionals, and this is one place where it always works very well (Community Paediatrician). There is no Joint Assessment Team, but the supports are structured and flexible (Educational Psychologist). Structurally, there are weekly meetings, transition meetings, Annual Reviews, and Future Needs Assessments. Any of these may involve the Headteacher, teaching staff and a range of specialists from nursing and para-medical professions, educational psychology, speech and language therapy, and social work. Careers Scotland and 'Enable' may be involved too, along with college personnel. Since each child has a Record of Needs, they can have a dedicated Social Worker from the Social Work Disability Team. An individually-based daily Diary facilitates communication amongst staff, parents and these other agencies: there are so many people working in this school, it's crucial that we communicate (a teacher). More than this, though, professional integration is based on goodwill and good judgement (a teacher).

5. Involvement of parents

This session, school staff have piloted their own home support project. If requested, staff will arrange to visit the child and family at a mutually convenient time outwith school hours to discuss issues relating to communication, behaviour management and or self help skills. School staff reported that parents were heavily involved with the school. For example: The level of parent involvement in the school is exceptional (a teacher); and are very supportive of guidance and work with staff on areas of difficulty (Headteacher). Parents also reported high levels of engagement: 84% always attended parents evenings, and 92% felt very involved in making decisions with staff.

6. Training needs

Because all staff are involved in guidance at some level, all have some form of more or less specialist training. Courses have included: counselling skills, autistic spectrum disorders, and CALM (Crisis and Aggression Limitation Management) since: De-escalation techniques are particularly relevant here (Teacher C). Particularly valued and sought after were training in communication and negotiation (Teacher B) or inter-personal counselling (Staff Member B). A teacher commented that the Headteacher is excellent in finding things [CPD courses] and suggesting options.

7. Suggestions for improvement

A handful of parents suggested improvements: an assistant for the Speech Therapist, more home visits, play-schemes during holidays, 'video home behaviour', a full-time State Registered Nurse, more training for ancillary staff and careful selection of transport facilitators. School staff identified further needs:, including training to help them understand better the roles and responsibilities of other staff, and ways to focus more clearly on the needs of children rather than their parents. One recommendation for all other schools was to: Follow the example set by Special Needs schools, where parents and pupils find much more support (Parent).

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