| Southampton:
Emotional Literacy prioritised in new
EDP
The second Education Development Plan
(EDP2) published by Southampton City Council
has again identified Emotional Literacy
as a high priority for development in
the coming period 2002 - 2007.
Listing Emotional Literacy as its third
strategic priority (following Literacy
and Numeracy), the EDP2 sets out its commitment
to EL as follows (this extract pp 33-35):
EMOTIONAL
LITERACY
This was a priority area
included in the Raising Standards section
of EDP1 and the evaluation of the work
undertaken so far demonstrates progress
in improving behaviour and reducing exclusions.
This work needs to continue and make an
impact on improving attendance.
The inclusion of pupils with a wider range
of special educational need and of more
pupils with emotional and behavioural
difficulties has led to an increasing
number of school identifying pupils’ personal
and emotional development, and behaviour
management, as priorities in their school
development plans. A number of national
developments are also relevant in this
area, particularly the introduction of
citizenship and the Healthy Schools programme.
Emotional literacy is therefore a long
term priority, to bring together a range
of activities to develop approaches to
inclusion, and to contribute to pupils’
personal development as part of the drive
to raise standards.
Although this priority
does not relate specifically to the national
priorities, it is a long term and significant
plank in the local moves to raise attainment
across the age range and to tackle under
achievement. Work in this area is
aiming to contribute to raising attainment
specifically by improving attendance and
reducing exclusions.
- The outcomes expected
from this priority are:
- The development of
emotional literacy in schools and throughout
education services;
- The development of
positive attitudes to enhance learning
and improve success rates;
- The development of
strategies to improve and to monitor
emotional literacy;
- Improved attendance
and behaviour, and reduced exclusion;
- Improved rates of
progress and performance of pupils with
SEN and other underachieving groups;
- All schools are involved
in development work in the Healthy Schools
scheme;
- All schools are involved
in the development of emotional literacy
initiatives.
Two
year milestone targets
| |
2000
Baseline |
2001
Actual |
2002
Target |
2003
Target |
2004
Target |
|
Permanent
Exclusions |
22 |
21 |
20 |
<20 |
<20 |
|
Attendance
Primary (%half days missed) |
6.5 |
7.6 |
7.2 |
6.5 |
5.5 |
|
Attendance
Secondary(%half days missed) |
9.6 |
9.8 |
9.5 |
9.2 |
8.9 |
|
Schools
with EL Initiatives in their development
plan |
12 |
18 |
30 |
70 |
all |
|
EL
programme: Lifelong Learning and
Leisure Managers involved |
0 |
10 |
all |
all |
all |
|
Section
or Divisional ELprogrammes in
place |
2 |
50% |
75% |
100% |
100% |
KEY ACTIVITIES:
1. Promoting
Pupil Inclusion (PPI) Project (Secondary)
The development of support strategies
for secondary schools and teachers to
improve behaviour management and reduce
exclusions. This will also involve
the coordination of multi agency work
and the development of the Connexions
scheme.
2.
Supporting the Management of pupil behaviour
Involving training for teachers and
LSAs on behaviour management; and a pilot
project to tackle underachievement in
the primary age group in a particular
geographical area, leading to the development
of support strategies for pupils and schools
across the LEA.
3. Emotional
Literacy Initiatives
The continuing development of individual
school projects and the sharing of developing
practice across the LEA; and the development
of LEA guidelines.
4. Healthy
Schools
The implementation of the Healthy
Schools project, involving multi-agency
work, training and support for schools and
the development of support materials.
5. Safe
Schools
A programme of support for schools
to gain the ‘Safe Schools’ accreditation.
6. Looked
after children
A programme of support for children and
schools to monitor and improve the attainment
of looked after children.
7. Music
Service
A programme of development activities
in music and the arts to reflect the development
of the Southampton Cultural strategy and
to contribute to the emotional development
of underachieving groups. Developments
include a music technology project, to
involve more boys; and increasing
the range of ensembles and opportunities
to play a musical instrument, involving
more pupils from ethnic minorities; developing
opportunities for gifted and talented
pupils.
8. National
Emotional Literacy Interest Group
The development and maintenance of the
website to share and develop practice
(www.nelig.com).
9. Improving
attendance
The implementation of the policy to improve
attendance, involving support for schools
in developing policies and practice and
in setting attendance targets, and support
for carers and parents through individual
casework by Education Welfare Service.
There will also be training for school
staff.
10. SEN
Development:
This will involve the implementation of
the outcomes of the SEN review and the implementation
of the SEN development plan; the development
of the Pupil Support Service and outreach
programmes to support mainstream schools; the
implementation of an overarching plan
to place SEN development within the LEA
strategy for inclusion, and support programme
and training for SENCOs and teachers of
pupils with SEN; and the development
of guidance materials for schools. |
