Henderson, Peter S (2012)
M.Phil. thesis, University of Birmingham.
This study explores the systematic gathering of evidence that enabled a school to monitor children’s progress in well-being across the Every Child Matters agenda. The research setting is a maintained residential / day special school for boys aged between ten and sixteen years, who have a primary special educational need (SEN) described as Behavioural Emotional and Social Difficulties (BESD). Tracking for progression of well-being is explored through focus on issues surrounding legislation, definition, assessment, intervention, personalised learning and Multi – Agency Working for children and young people deemed to have such difficulties. The analysis of data was used to drive and inform the school’s self evaluation process and thereby address issues of school effectiveness in enhancing pupil well-being. Through the tracking and monitoring of individuals and cohorts beyond traditional measures of pupil test scores, together with the construction of an assessment tool designed to aid the assessment and the impact of the less obvious components that constitute the five outcomes of the Every Child Matters agenda pupil’s well-being and learning needs can be addressed. The analysis informs teachers and schools’ self evaluation, whilst at the same time it helps to promote inclusion to the already excluded from mainstream schooling and a re-engagement in education. The research highlights the potential benefits to the progression of pupil well-being that such data gathering and analysis provides.
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