AS Tracking has had a fantastic impact across our school. 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 proacti vely and strategically has significantly reduced the numberof pupils in need of critical pastoral support.
What AS Tracking does is provide measurement and evidence to back the knowledge we have and potentially identify children ahead of a crisis or who are struggling without us knowing. Also, for new children arriving in the school at the age of 13, whom staff don’t know so well, we are able to get a much fuller picture.
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.
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.
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.
AS Tracking identifies children’s social-emotional needs early, guiding supportive, in-school intervention by teachers. Teachers use small, subtle, low level strategies to help individual children develop more rounded, healthier patterns of thinking.
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.
We received an email from a set of distraught parents yesterday as issues have been arising for her son. The boy was flagged as a priority following the assessment in January. Before we had AST this would have made me quite anxious about what to do next. It’s so useful to have the assessment data/action planning to hand to get clarity on the issues and specifically how to help.
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.
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.
Our daughter did AS Tracking last term and has recently been going through a difficult time. Her tutor had said that her AS tracking results flagged up issues and has since been gently challenging her on this in their pastoral tutor time together. With her permission I was able to talk to him about her feelings, which she had avoided doing. He read me the list of presenting signs of children who had problems disclosing their feelings in their school environment, and it matched exactly some of her behaviours at school and home. I found this so insightful and helpful and as well as reassuring. I feel that thanks to this “alert” we are able to better work with the school to help her and I am so impressed by the preemptive aspect of AS Tracking. IT IS FANTASTIC!