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PAGE 91
Arts Based
Behavioural Support (ABBS)
(An Adventure in Education)
Why was this
partnership activity necessary - concerns, aims, difficulties etc?
In a bid to create sustainable alternatives to school exclusion for disaffected
or disruptive pupils I presented the Headmaster with an idea for an Arts
based scheme. This represented to me, a combination of my two major professional
commitments - Art and Guidance. The main aim of my initiative was to raise
self-esteem and develop positive school attitudes in a small group of
pupils who were not achieving at school - either academically or socially.
Possible outcomes included raised school attainment, improved attendance,
fewer discipline referrals and enhanced social skills. A second aim was
to create a scheme that brought a number of local groups together and
make them work for greater understanding of each others aspirations, e.g.
Senior Pupils/Junior Pupils, Parents/Teachers, Teachers/Pupils, School/Local
Community, School/External Support Agencies.
Where does
this partnership operate?
The partnership operates locally and an important feature of the initiative
is that it takes place out of school. Small features are important - the
pupils have to travel in an organised, good-humoured fashion and arrive
punctually. Tuition is supplied by Community Arts tutors in a variety
of venues, including a local cinema, art and photography studios and a
contemporary dance studio. After the activity pupils have a cup of tea
with me and discuss the activity, school problems and the meaning of life!
When does
this work happen?
ABBS is integrated into the curriculum and takes place on Friday afternoons
throughout the school year. It is now part of my timetable. The activities
last about one and a half to two hours and the post activity 'socialising'
about the same
How does
the scheme work? How is it maintained, sustained and evaluated?
The Steering Group is in itself an example of partnership between members
of the school - The Headmaster, Depute Head, Year Head, Parents, Guidance
Staff, Behaviour Support, Learning Support, Educational Psychologist.
The scheme has expanded to include an LS auxiliary and has been granted
Increased Excellence funding. Parents are initially invited to the school
and thereafter kept informed of their children's achievements. Pupils
are rewarded for good work, behaviour and attendance. Every effort is
made to sustain good relationships with the Community Arts tutors. I always
accompany the children and take part in the activities. I feel that part
of my function is to enthuse the children, look after their creature comforts
(I am Toilet-Finder General) and liaise with the tutors. Poor behaviour
or attendance during the week is not a bar to pupils attending ABBS so
the group tends to remain constant every week - essential for team building.
Pupils and parents are issued with evaluation sheets (so far very positive)
and the Educational Psychology Service will shortly undertake a formal
evaluation. I have been able to ascertain from Guidance records that there
have been some improvements particularly in attendance, number of discipline
referrals and enhanced social skills.
What are the
benefits? What difference does this partnership make?
- Happier, more involved,
motivated and confident pupils.
- Positive, optimistic and
successful liaison between school and support agencies.
- Improved school/community
relations.
- Broadening of the school's
education provision through partnership with Community Arts agencies.
- Reassurance and support
for parents leading to improved parent/child/school relationships.
- Demonstration by Head and
SMT of serious and enthusiastic support for innovative ideas.
- Recognition and encouragement
from local and national authorities.
- Increased motivation and
commitment of teaching staff.
5.3 Harlaw Academy, Aberdeen
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