Services for Children, Schools & Families

Pyramid Kernow

Gannel House

9 Treyew Road

Truro

TR1 3AN

Telephone: 01872 323434

Email:

What to do
– in order / Page to refer to in this pack / Done
Nominate Your School Support Person / 4
Choose year group(s) / 3
Book 1st ID and inform support agencies / 17/18
Inform parents of school participation / 8
Inform parents of how children needs will be checked / 9 -12
Class/year teachers/tutors carry out check for every pupil / 15
Select names to be put forward for discussion at ID + any additional info. / 17
Obtain parental consent for pupils to be discussed / 16 / 21
Send list of pupils and reminder of meeting to professionals / 17
Ensure suitable room and refreshments booked for 1st ID meeting / 20
1st ID meeting – Decide on intervention for
- Every pupil
- Book date for 2nd ID meeting / 22 - 24
Parental permission for club members / 25 - 28
Explain re: club to pupils / 29 - 30
Prepare info re: school policies and procedures, contacts etc for club leaders / 32
Arrange club funds/cash to be available / 5 / 6 / 7
School Support Person to attend training and/or support session
Pupils to complete initial self-evaluation / 31
Arrange date for club leaders to visit school & and inform leaders of 2nd ID date / / 40
Collate info on pupils for club leaders / 33
Club leaders meet pupils and parents (pre club meeting)
Club takes place - attend club room at
beginning and end of each session
- be available at all times to
club leaders / 34
Maintain communication with Co-ordinator
Ensure awareness of activities and risk assess as necessary / 34
Ensure budget sheet maintained / 7
Discuss outing with club leaders and risk assess / 34
Reminder to multi agency team of date and time of 2nd ID / 40
Club ends – ensure appropriate thank-you and
farewell for club leaders
- ensure parental evaluations
completed at last session / 38 / 40
Pupil’s evaluations completed / 39
Collate feedback into pro-formas, from class teachers and club leaders / 36 / 37
Email copy of budget info sheet and collate statistics online, see website link / 7 / 40 / 42
2nd ID meeting, ensure parental reports completed & sent out / 40 /41
Attend celebration and end of year evaluation event

What is your commitment?

Following acceptance on to the Pyramid scheme you commit to the following -

Allowing the club to run for the 10 weeks, term-time only, one day per week immediately after school.

Providing a Qualified member of staff (often the support person)to remain on-site to support club leaders and be a point of contact / information exchange. They are not, however, part of the club.

Releasing School Support Person& staff team leaders to attend training and support session when necessary.

Responsible for sourcingat least 3 potential club leaders from either staff/support staff, inc. dinnertime staff, Students attached to your school, or suitable parents, governors etc. (clubs cannot run without 3 suitable club leaders) *For secondary schools at least 4 suitable Students need to be identified.

Obtaining permissions & keeping parents informed at each stage.

Checking the social & emotional needs of allthose pupils in the year/s selected using a recommended and evaluated tool (PASS, S&D Questionnaire, Pyramid Checklist of Need) . (Choose year groups)

Holding a selection & a feedback meeting, inviting as many agencies as possible to attend. An agreedpositive intervention is required for everypupil discussed.

Welcome any volunteer club leaders to the school prior to the club, ensure they have suitable materials regarding safeguarding policies/health & safety etc, whilst on school premises.

Ensuring the same room is available every week for the duration of the club. This room should be private and suitable for carrying out a variety of activities;there should be drinking water available.

Providing basic equipment such as pens, pencils, paper, glue etc.

Introducing the pupils and their parents/guardians to the club leaders and provide information regarding the pupils to the club leaders (this information will remain in school).

Seek permission from parents/carers for attendance at the club and to allow photos to be taken & used

Direct comments/evaluations/feedback from teachers, club leaders, parents and pupilsto the web site link, or paper format.

Ensure sufficient funding is in place to support the scheme in your school (see advice on costings)

Ensure any direct club funds are readily available to the club leaders

Maintain regular contact with Pyramid Kernow County Co-ordinator, notification of any issues regarding the club and its members should be made immediately to the main office.

Ensure a qualified member of staff accompanies the group on their outing and carries out pre risk assessments.

ReleaseSchool Support Person and any staff club leaders to attend the yearly annual evaluation & celebration event

School Support Role Description

Role Title – School Support

Responsible to –Pyramid Kernow County Co-ordinator

Important functional Relationships –

Club leaders

Club Members

Other pupils identified

Pyramid Kernow County Co-ordinator

Parents/Guardians of all pupilsdiscussed at ID

Main Purpose of Role –

Pyramid’s preventative model helps primary school pupils to fulfil their potential in school and life by building their self-esteem and resilience. The Pyramid School Support person is responsible for ensuring the implementation of the Pyramid model within their school framework. This will be undertaken under the guidance and support of the Pyramid Kernow County Co-ordinator.

Main Duties and responsibilities –

Selection of pupils(to include)

Assist class teachers/year tutors in identifying pupils with unmet needs by supplying appropriate and effective evaluative tools.

Collate names and information on all those pupils identified with conserns.

Arrange and host an inter-disciplinary (ID) meeting in accordance with Pyramid Kernow guidelines

Select the most appropriate pupils for a Pyramid Club and ensure interventions are put in place for those not selected.

Ensure all evaluation, feedback and statistics are completed.

Organise & host follow-up ID meeting.

Work with club leaders (to include) –

Responsible for sourcing /recruiting 3/4 suitable club leaders

Provision of a suitable room with access to drinking water

Provide a supply of basic equipment e.g. pens, pencils, glue, paper, scissors.

Ensure Club Leaders are welcome at the school and are familiar with school layout, signing in, fire and first aid procedures etc.

Introduce Club Leaders to club members and their parents/guardians if possible.

Ensure Club leaders have all relevant information on each club member

Be on site and available all the time the club is running. (if you are the designated qualified member of staff)

Cont’d…

Ensure leaders are aware of anyone deputising the School Support Person in this role.

Attend the club room at the start and finish of each session to enable information sharing/problem addressing. Ensure ongoing support for volunteers.

Risk-assess activities.

Risk assess and attend group outing. (if a qualified member of staff)

Assist in administration of club financesthis may include administering volunteer out of pocket expenses and arranging payment for training if applicable.

Report any concerns as they arise to the Pyramid Kernow County Co-ordinator.

Finance Policy

Club funds should be available to team leaders continually whilst the club is running - It is vital that club leaders are able to access cash if possible, (or other acceptable arrangements should be made) and should never be out of pocket.

A budget sheet for all expenditure must be kept and a copy returned to the School Support person and a copy to the Pyramid County Co-ordinator when the club has finished. (See next page)

Pyramid Budget, to cover

Registration to Pyramid Kernow for consultation & licence to materials & resources.(If applicable)
The cost of club resources (including snacks each session (8 sessions), an outing (1 session) and a party (1 session))
Further funding may need to be secured for the School Support, support day, team leader training and any out of pocket expenses (travel and pupil care etc)(if applicable)

PyramidClubSchool Budget Sheet (Sample)

School
Total Club Funds / £ 200.00
Items / Amount spent / Balance
Week 1 / Food Items
Activity Resources
Other? / £ 5.00
£ 10.00 / £ 195.00
£ 185.00
Week 2 / Food Items
Activity Resources
Other? / £ 5.00
£ 7.50 / £ 180.00
£ 172.50
Week 3 / Food Items
Activity Resources
Other? Bookmarks / £ 3.00
£10.75
£ 20.00 / £ 169.50
£ 158.75
£ 138.75
Week 4 / Food Items
Activity Resources
Other? / £ 5.00
£ 6.00 / £ 133.75
£ 127.75
Week 5 / Food Items
Activity Resources / £ 5.00 / £ 122.75
Week 6 / Food Items
Activity Resources
Other? / £ 3.00 / £ 119.75
Week 7 / Food Items
Activity Resources
Other? / £ 3.00 / £ 116.75
Week 8 / Food Items
Activity Resources
Other? / £ 3.00 / £ 113.75
Week 9 / Outing
To Bowling & Meal
Other? / £ 65.00 / £ 48.75
Week 10 / Food Items (party)
Activity Resources
Other, Books / £ 18.75
£ 30.00 / £ 30.00
£ 00.00
Total Paid Out / Total Balance
Grand Total / £ 200.00 / £ 00.00

I agree this is a true record of the budget spent

……………………………………………………………. (Signed by School Support)

PyramidClubSchool Budget Sheet

School
Total Club Funds / £
Items / Amount spent / Balance
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Total Paid Out / Total Balance
Grand Total / £ / £

I agree this is a true record of the budget spent …………………………………………………..

(Signed by School Support Co-ordinator)

Informing Parents

Sample Letter from Head Teacher to All Year 3 / 4 Parents

Dear Parent / Guardian,

As you will be aware we take every opportunity to look for ways to enhance your pupil’s experience at school and to develop self esteem and confidence.

This year we will carry out a check on all (Key stage 2/ yr ?)pupils as one way of tracking pupil’s progress.

Following this check we will be introducing support for some Year ?pupils via an after-school Pyramid Club

Pyramid Kernow has been developing country-wide since 1993. Pyramid Kernow aims to encourage pupils to develop their full potential in all areas of their life, building confidence, self-esteem and resilience. This happens through a specially designed ten week fun activity club.

Pyramid Kernow and has evolved into one of the largest running schemes in the country. We are delighted to be chosen (again) to host this scheme for our pupils. Through this scheme we are working in partnership with services for Children, Schools & Families, Healthand other support agencies.

The scheme includes:

Careful selection (including enhanced police checks and references) and training of 3/4club leaders to run the club.

Thoughtful selection & training of older pupils to act as wellbeing mentors

Careful selection of approximately 10/12pupils whose teachers and parents/guardians feel would benefit from a pyramid club.

A series of club meetings that will take place immediately after school, starting ______

Other pathways of support for pupils not selected for the club.

The next step is to bring together a group of professionals which may include

Professionals from Services for Children,Schools & Families
Individual professionals from other partner organisations who already support our school.
The Pyramid Kernow County Co-ordinator or representative.
The PyramidSchool Support Person
The chosen year class teachers/tutors.

Everything discussed will be in complete confidence

Discussions will concentrate on what opportunities of support are appropriate and/or available for each individual pupil. The more agenciesthat are representedat the meeting the greater will be the number of supportpathways available.

In order to select the group, the appropriate year class teachers would like the opportunity to look at every pupil in turn and identify the pupils they think would benefit from this opportunity. It also gives us the chance to consider what we can do to further enhance support and confidence building for the pupils not selected for the club.

The selection meeting has been arranged for ………………………………...

If we think your son/daughter would benefit from such a group I will contact you with further details and ask for your consent to proceed.

In order for us to have a clear idea and your views I request that you complete and return the attached questionnaire to me by ____/______/____.

Your pupil’s name will not be included for discussion without your consent.

I will let you know, as soon as possible, if your son/daughter has been selected. If you would like more information before completing the form please contact me in school.

Yours sincerely,

Head Teacher

See below for example questionnaire for parents and information leaflet introducing Pyramid.

From Pyramid Scheme handbook –

Involving Parents & Pupils

Finding a way to gather parents input / concerns is essential.

The Parent and Pupil Questionnaire is designed to involve parents and pupils in the consultation process, and is intended to help parents focus on any areas of concern that they may have about their pupil. Therefore it is advisable to give it to parents of all pupils in the year group(s) under consideration.

Parents may complete the questionnaire in a variety of ways:

The class teacher / school may prefer to use it as a prompt for a face-to-face discussion with the parent.
Alternatively, it could be distributed to all parents prior to the class screening so that they may complete the form and return it to the school if they so choose.

NB: Some parents may require / request help with the form.

Could your Son/Daughter benefit from a Pyramid Club?
A chance for you and your child to have your say…
Pupil’s name
How does your child feel about school?

Comments:
Is your child happy with his/her friend/friendships?

Comments:
Please circle all the words that describe your child

add your own words in the blanks if you wish
Is there anything else you want to tell us about your child?
continue overleaf if necessary
Please return this form to:
All information will be treated as confidential

Parental Questionnaire

Pyramid Kernow

Guidance Notes for Checking Needs

The School Checklist of Needs has been designed to help teachers identify pupils at risk of failing at school, socially, emotionally or educationally.

It is not intended to record achievement or ability, but to help teachers organise their thoughts as the first step towards initiating action. The next step will be a systematic attempt by your school, working with parents and support agencies, to devise a preventive strategy for each pupil that has been identified.

The checklist cannot be scored, but relies on your own knowledge of the pupil and 'gut reaction' you may have about his/her needs. The opportunity is offered to seek help for pupils who are not developing as they should and who seem to be unhappy.

A Checklist should be completed for every pupil in the Year Group. It is designed to be filled in within a few minutes, so that undertaking the exercise for an average sized year group of say 30 pupils, should take the class teacher no more than 1 or 2 hours. Discussion about the needs of highlighted pupils will take place in more detail at the interdisciplinary meeting. Here the class teacher may be asked to expand upon his/her earlier comments.

Furthermore the Checklist can also be used as an evaluative tool. A Checklist can be completed post intervention at the second ID meeting. This provides the opportunity to assess what changes or progress have been made and in what areas. It will also give an indication of what further support may need to be provided for the pupil.

Retaining the Checklist for future reference will be an important means of evaluating any changes in the pupils’s pre- and post- club performance.

The following comments may be helpful when filling in the Checklist:

Areas of concern

Have there been any difficulties?
Have parents expressed any concerns about the pupil's educational, social, emotional or physical progress?

Personal Adjustment

Is the pupil's behaviour towards peers or adults what you would expect from someone of his/her age?
Are there differences between behaviour in the classroom, in the playground, or at lunchtime?
Does behaviour vary according to the activity? e.g. whether self or teacher directed.
Is the pupil working and/or playing with others or alongside? Does s/he avoid physical contact with peers and/or adults?
Can the pupil concentrate? S/he may appear always to be on task but not produce appropriate work. S/he may avoid asking for help and prefer to muddle on. Alternatively, concentration may depend on the nature of the activity or on the time of day etc.
The pupil may too readily accept help from peers or adults because of inability to take risk, or fear of failure.
The pupil may be over keen to please and constantly demand attention from peers and/or adults.
A pupil who appears to be unhappy or lacking in energy most of the time may need further assessment
Motivation will be context related. Is there any particular task or context that caused difficulties?

School Progress

Academically

Is progress being made? It may help to compare recent achievements with those in previous years and to consult longitudinal records and other members of staff who know the pupil. This could reveal whether changes in behaviour, attendance or failure to progress appear to be related to particular events or social and/or emotional factors in the pupil's life.

Attendance

Is the pupil frequently absent? Is this due to illness or is s/he being kept at home for no apparent reason? Is the pupil frequently late and does this follow a pattern? e.g. always late on Monday morning.