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Solution orientated

Engaging and working collaboratively with families

Child focused

Engaging and working collaboratively with families

Committed to Change

Relational

Co-ordinated systems

Aspirational

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Academic progress

Engage in learning

Develop relationships both with adults and peers

Development of self-esteem and agency and the prosocial behaviours that support them moving forward and making a positive contribution.

High expectations and aspirations of themselves and by the adults working with the young people

Right support at the right time for children and families.

Support change and transformation

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Gathering a story around the young people from all stakeholders

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Gathering a story around the young people from all stakeholders

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Start with a MAP with the family to get the story - include all people that are important to the child

Form the team around them

Consider aspirations

For all children that come to gather their story

Could work differently for different children

When placement agreed

Very early on in placement

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Meet the children and families where they feel comfortable

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Pre meeting visits to current setting / home

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Consider non-verbal ways that children can tell their story

Resources for children to share their views prior to joining - - maybe this is something that can be completed with them on a pre-visit in the home

Matt to support with resources and how this can be done in ways other than asking questions

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Feedback from previous settings and agencies that are involved

open and honest conversations/story around incidents

Definitely what doesn't work

How to successfully engage parents and how to support them

Positives and negatives

What has the journey been

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Make sure that the story told allows for and encourages the language of hope and change

Scripts of how to talk to young people with this as the focus and focus on positive language

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Visual booklet about space and staff

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Quiet visit when space is empty - to explore

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observations at home or in the setting

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Naming and making obvious differences in stories and privileging the voice of the child and family where appropriate

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tours of the school

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social stories in advance

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Detailed one page profile and risk management for each child

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Low stake low threat interactions

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Making the environment less 'schooly' to encourage engagement from those who find that environment difficult

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Sharing information with all school staff so they are invested from the start

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assessment on entry

Boxall? FAGUS?

Not necessarily academic?

More about what works, what doesn't and where we are now.

Focus in creating an environment that might work for them rather than pointing out what the difficutlies are

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End goals to be discussed - wishes and feelings

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Coaching sessions - for staff working with the young people in the ERB and wider staff as they become involved

Supervision - normative, formative and restorative

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First few weeks about getting to know them and settling in

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Visit with parent and failair adult with from current settting

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Phased integration - individualised for each young person

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What questions would we ask to gather the right process for the individual