Working with partners to meet the needs of children and young people

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'We deploy two youth workers to support a small group of S1/S2 pupils who present behaviour difficulties during lunchtime. These workers engage with the pupils both in school and within an out-of-school programme overseen by a depute headteacher and a community education manager.' Secondary headteacher

Transformational Grid
A school is good to the extent that…	A school is excellent to the extent that…
All teachers have a good understanding of the needs of their pupils and how some of these would be best met through integrated approaches. They identify key targets and involve other professionals in delivering them.	School staff are fully involved with other professionals in providing integrated services to support children. Staff work closely with community-based projects to identify local objectives which fulfil the specific needs of all the young people they serve.
Vulnerable pupils and their families receive positive emotional and educational support from the school and its partner agencies. They state that their needs are understood.	All agencies work together to ensure that vulnerable children and young people have their needs quickly and accurately assessed. Staff and partnership agencies work effectively together to plan and co-ordinate appropriate support in order to meet these needs. Staff respond flexibly and promptly to the needs identified. All staff work together to fulfil their own roles in supporting all young people.
The school has effective transition arrangements, working in partnership with other local educational establishments. These arrangements focus on providing the personal support necessary for pupils to settle in well and approach their learning positively. The arrangements also ensure that all relevant staff are fully aware of the transition needs of young people.	Staff ensure that individuals and groups, including those with additional support needs, the more able and the most vulnerable, are very well supported and that both their learning and emotional needs, are addressed throughout transitions. Young people experience coherent and progressive curricular programmes, consistent learning approaches and appropriate levels of support and challenge when they transfer from one establishment to another.
Where possible the school and local authority organise wraparound care, cross-sectoral and out-of-school learning. These experiences are well organised and productive and part of a well-managed programme.	Staff build their planning of young people’s learning experiences and activities, the school day and where relevant, the school timetable around the needs of individuals and groups. They adjust their planning to enable cross-sectoral and out-of-school learning to take place in ways which most benefits pupils and enhances their learning.
Links with some partners, community representatives and agencies are well established. Specific members of staff manage these links.	Leaders throughout the establishment engage actively with partners, community representatives and agencies and promote and support community partnerships. There is evidence of meaningful community involvement throughout the school.
Through flexible approaches to learning some young people participate in curricular arrangements such as attending college to enhance their vocational and lifelong learning. Where appropriate, pupils may visit colleges or other establishments for specific topic work and enterprise activities.	Staff are skilled at adapting the curriculum and their pedagogy to include opportunities for cross-sectoral and out-of-school learning for particular groups or individuals. Partnership agreements with colleges include arrangements for the monitoring the progress of all young people involved in such interventions. Staff make adjustments quickly when they recognise that young people’s needs are not being fully met.