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We are an SEMH school that caters for 7-19 year olds. We decided to get involved with the skills builder accelarator programme because we know our pupils already do alot of these skills however the need for them to aknowledge and recognise that is imperitive.
We where keen to roll out the skills across the school so that our commuinty can hone the skills and recogniose what skills they needs for their prospective future careers, courses, options and so on. We also wanted the staff to recognose that we encounter these skills daily and so we should showcase this to our pupils and the parents/ carers too.
Overall impact
I feel that we have thoroughly embraced the skills builder this year and it has been evident through pupils achievements and their own recognition when they now use or meet a skill. That was our intial foucs and objective for joining the programme and it has been a success and the overall highlight.Teachers now use the skills in everyday lessons and planning so its second nature which has mde the whole thing fluid for us.
Keep it simple
Consistency of Language - All staff have attended both Teacher Training 1 and Teacher Training 2 to build understanding of the essential skills and strategies for supporting skill teaching in the curriculum.We have had a dedicated skills lesson for each class per week. We foucssed on a set skill
or two each half term that enforced our staff and pupils to engage with the language consistently.
We also put displays up in every classroom, mentor room, corridors, reception and meeting rooms. This allowed any visitors to see what we where doing and explained what skills builders is. It also allowed staff and pupils to refer to the skills whenwever they where unsure and the induviudal steps it takes to achieve them. Pupils are encouraged to notice and talk about the skill they are using (reinforced visually via stickers and displays and verbally)
Rewards - Recognising achievement in the essential skills forms part of the weekly reward sessions and through the weekly newsletter. Younger pupils enjoy receiving a certificates, Use of stickers firmly in place - stickers of the Skill icons are placed in books during wider curriculum lessons and teachers reinforce through verbal praise.
Start early, keep going
All classes , all ages across the school have the dedicated lesson. This has allowed us to engage the pupils 1:1 and design bespoke pathways for them. As a small school we could use the assesmsent tool on the hub to assess induvidually rather than as a class co-hort and this has worked well for us to continually assess what steps pupils are on. We have involved parents and carers and we have put information in our weekly newsletter, we send pupils home with certificates and have directed partents to the parents section of the framework.
Measure it
We assess using the Hub. This has allowed not only the skills teacher to have an input but form teachers, and subject teachers across the school. We have the passports for pupils to self assess an the booklets for lessons use that allow us to evidence pupil success.
Formative Assessment - All learners have an individual assessment on the Hub and all adults who work with the learner are able to check and update skills progress using the Hub. - The majority of learners have had a baseline assessment done across all 8 skills and some learners have been reassessed across all 8 skills showing progress. - Teachers and support staff also use the Passports to record and evidence progress. - Teachers also have Skills Stickers, which are used to show when a learner has used a skill in their work. This offers a quick visual way of tracking skill use and progress.
Focus tightly
We use use the Skills Builder resources to support teaching the skills, whether that is using the Short lessons or the suggested activities from the Build It pages. The resources have been really well received by all staff and learners.
All 8 skills have been taught across the year and this was mapped out on the curriculum
Keep practising
The essential skills are being delivered in every class - they are referenced in learning objectives, displayed on the interactive whiteboards and displayed within every room. -
We have covered all 8 skills across the year following a termly focus skill plan. -
We have planned the skills into all schemes of work and Long Term planning.
The teachers can see which skills are being met on the planning and this supports them to take ownership of reinforcing and developing the skills within lessons. Use of skill icons to support with this on planning.
Bring it to life
We have had some pupils attend a Careers Insight Session in the Autumn Term. -
We have held a 3 day Careers Fair and the pupils had prompts for asking questions to volunteers using Skills Builder Speaking and Listening framework, but didn't need them in the end as the skills are embdeed now
Year 11 and post 16 attended off-site Apprenticeship fairs and used their communication skills and Aiming High skills. - Would like to do more to build the essential skills into Careers Advisor sessions tool.
What's next
We are planning on going for gold and we have some plans to implement this through our new forest school provision and enhancinng future engagement from the wider community to showcase our skills.
