Schools who use AS Tracking are given a crucial head-start in acting early and effectively to reduce pupil pastoral care risks.
Increasingly schools want to act proactively to prevent pastoral car crashes rather than respond once they occur. A S Tracking enables schools to be proactive, targeted and evidence-based in their pastoral care.
- Screen & identify hidden pupils with an increased mental health risks BEFORE they crash.
- Target the strategic areas of need for a specific pupil, or a specific year group, making your pastoral care strategic & proactive rather than reactive first aid.
- Signpost your ‘school culture’ to ensure it is always best supporting pupils’ ability to make wise, prosocial, emotionally healthy choices
- Track & evidence, for governance & inspectorates, that your education has made a difference by building an audit of impact on individual pupils’ wellbeing year on year.
- Refer pupil AS Tracking data to clinicians, counsellors or school nurses to join up pastoral care.
- Use hard data to inform pastoral dialogues with parents to educate a consistent school-home approach.
“There is increasing evidence the AS Tracking system detects risks such as self-harm, bullying and anxiety/depressive/controlled thinking concerns. There are also striking indicators it may identify and be diagnostically useful for emerging neuro-developmental conditions such as ASD, ADHD and others. This tracking data, collected twice/year, year on year, can be passed to clinicians, such as nurses, counsellors, CAMHS, psychiatrists and GPs”
Frank O’Kelly MBE MB BS MRCGP DA(UK) DCH DRCOG
School doctor, GP 30 years, Clinical Commissioner
AS TRACKING IS A BREAKTHROUGH ADOLESCENT MENTAL HEALTH TOOL THAT DETECTS RISKS EARLIER BY MEASURING PUPILS’ COGNITIVE STEERING BIASES
AS Tracking is a whole-school approach that screens, tracks and then improves pupil’s cognitive steering biases. Developed through two doctoral studies & 15,000 pupil trials over 16 years, AS Tracking detects pupils hidden risks which may be undetected even by teachers’ expert professional judgment, or by parent or pupil feedback.
A study of 2,518 secondary pupils in 2015 showed that AS Tracking was accurate in detecting over 82% of pupils at risk of developing self-harm, bullying and not coping with pressure, even when pupils sought to filter their responses.
Schools find that AS Tracking becomes the vital fourth piece of their pastoral care jigsaw.
AS TRACKING – FEATURES
AS Tracking provides a school with:
- A pioneering online whole-school SCREENING assessment that screens pupils quickly and non-intrusively, twice yearly, for Steering Cognition patterns that indicate poor self-regulation.
- EARLY INDICATOR SYSTEM for pupils with increased risks for mental health issues such as controlled eating, anxiety, over-checking and fixating; Social competencies problems such as dominating others, social mimicry and entitlement; Limiting learning behaviours such as not being open to feedback, complacency, lack of focus and inappropriate expectations.
- A TARGETED INDIVIDUAL ACTION PLANNING tool to put in place targeted support for specific pupils.
- An EVIDENCE OF IMPACT system enabling schools to evidence the impact of their pastoral care.
- A GROUP ACTION PLANNING tool for Pastoral Deputies to write Year/House Development plans to ensure each stage of the school is as pastorally effective as it can be.
- Continuous, secure AS Tracking data TRACKING RECORDS for each pupil enabling joined-up pastoral care between schools over transitions from the age of 8 to post-school
“AS Tracking has had a fantastic impact in our boarding houses. It’s enabled us to identify at a really early stage those pupils who are at a hidden risk of developing social and emotional difficulties; we know how to help them and can track their progress over the coming terms. Working proactively and strategically has significantly reduced the number of pupils in need of critical pastoral support.”
Head of Welfare, Monkton Combe School
SINCE ITS LAUNCH 12 MONTHS AGO, A NEW SCHOOL HAS BEEN ADOPTING AS TRACKING EVERY WEEK OF THE SCHOOL YEAR
AS TRACKING – IMPACT ON SCHOOLS
“It is very striking how the system works to identify the right children. It enables us to work out, with even more certainty, which boys need help and where to focus in that boy’s life.”
Senior Master, Harrow
“I vividly remember the AST consultant calling us to say she was particularly worried about the results she saw for one pupil, and it was a teenager who had, unbeknown to her, had a serious meltdown only a few days before. That was a striking moment, realising that a simple but clever online test could be that powerful. It was astonishing and very compelling.”
Headmaster, London Day School
“The impact has ranged from simply increasing awareness of the needs of specific individuals, leading to better decisions about what to spend time on in discussions, to report writing and new ways of deciding how to guide boys.”
House Parent, UK Boarding school
“There are numerous examples that I could offer where AS Tracking has given me an insight into a pupil that I would otherwise not have. It’s the best tool at my disposal to help me in my job by far.”
Pastoral Lead, UK school
House Parent with 17 years experience, UK school
“One of the strengths of AST has been to help us fine tune action plans for specific pupils, where, although the presenting issues are the same, the root causes are not.”
Houseparent, Monkton Combe School
“I was blown away by their conviction but even more, I was impressed by how articulate they were in analysing and describing their pupils. There was real insight, texture and sophistication.”
Delegate speaking of the skills of teachers using AST at the recent AS Tracking Practitioner Conference
” AS Tracking has enabled us to develop highly detailed and well-focused targets for our pupils. Over time, I am confident that the system will allow us to redress the balance of our assessment systems: increasing the focus on children’s social and emotional development; highlighting individuals needing further support and allowing us to monitor the impact of interventions with the same degree of rigour currently applied to the analysis of pupils’ academic progress. ”
Headteacher, Thomas’s Academy, London
“As a clinician who, over many years, has seen CAMHS services overwhelmed, I have no doubt that these action plans are likely to achieve a better health outcome for the child for two reasons. Firstly they equip teachers, who know the child best, to act rather than relying on external professionals, who do not know the child. Secondly they are put in place within the school environment, so that the child is not separated from peers, but supported within the context of school.”
AS TRACKING – IN THE NEWS
Independent Schools Magazine features full page article on the experience of one school using AS Tracking to move pastoral care successfully from the reactive to the proactive.
Dr Simon and Jo Walker are keynoting and presenting 5 years of research, with over 15,000 children, to the HMC ‘Mental health: what works in schools’ Heads’ conference in London, into how to measure, track and improve the development of pupil’s soft social and emotional welfare, using AS Tracking.
TES Magazine features substantial item on how AS Tracking is being used to spot pupil wellbeing risks early. Harrow’s experience of AST is highlighted, with quotes and stories from Pieter Bieneman of Harrow, and Chris Jeffrey of The Grange, who is also Chair of the HMC Wellbeing Committee.
According to the TES, General Secrtary of the ATL “supports the idea of tracking pupil’s mental health in a more systematic way” and says AST is ” another tool in a school’s armoury.” Ms Bousted suggested AST “wouldn’t catch a pupil who really wanted to hide their issues”. In reply, to be precise, AST will detect 82 out of every 100 children at risk, including those trying to hide their issues.
The Daily Telegraph feature a strong article on AS Tracking, focusing on how the AST pioneering ‘steering’ diagnostic overcomes the filtering that undermines traditional pupil surveys. “Teachers say they are opting for the tool as a preventive measure” [to combat rising pressures on children].
The British Psychological Society has commissioned new courses to introduce Educational psychologists to AS Tracking. ’Making visible the invisible’ and ‘Measuring the Unmeasured’ are two courses to be held in London in 2016 which explore how pupil mental health risks caused by poor self-regulation can be tracked and supported by AS Tracking, with effective results.
Monkton Combe School in Bath were delighted to welcome delegates from 25 schools across the country to learn more about Monkton’s pioneering approach to pastoral care using AS Tracking. With Sir Anthony Seldon OBE as guest speaker, the conference focussed on Monkton’s early adoption of AS Tracking which is proving to be invaluable to Houseparents in particular as a proactive, evidence based, targeted pastoral care system. We hope you enjoy this snippet below which gives a brief overview of the day.http://www.monktoncombeschool.com/about-monkton/conferences-monkton.html
Harrow is the latest in a string of top ranked schools to adopt AS Tracking. Eleven UK schools already use AS Tracking to reduce the risks of their pupils developing welfare concerns and embed proactive, evidence-based, targeted pastoral care, including Wellington College, Millfield and The Grange.
Thomas’s Academy in London becomes the first state primary to adopt AS Tracking. Situated in multi-cultural West London, Thomas’s Academy serves the local community and is excited about developing its proactive, evidence-based targeted pastoral care using AS Tracking.
OCTOBER 4TH 2015
AS Tracking is helping schools fight the rising mental health crisis, says Sunday Times front page article
“At schools using the [AS Tracking] ‘early-warning system’ designed to try to pick up pupils at risk, the online assessment scores sound alarm bells and the school then intervenes using a range of measures to support the children thought to be vulnerable”
TO DISCUSS HOW YOUR SCHOOL CAN ADOPT AS TRACKING
CALL +44 01225 667232 OR EMAIL FIONA@MIND.WORLD