Five main objectives were identified in the bid. These were:

1. Preventative work with targeted groups of pupils in anticipation of problems.
2. Improved systems/structures for responding to needs of disaffected/disruptive pupils within SEN procedures.
3. More consistent staff responses to incidents of disruption.
4. Improved counselling skills of Senior Pastoral staff when dealing with disruptive/disaffected pupils.
5. Improved peer group relationships. Improve quality of responses to bullying.

The complex nature of identifying (or anticipating) potential problems was acknowledged. However, staff had been asked to identify 6-8 pupils in each year group, and time was set aside (4 periods per fortnight) for each Head of Year to work with these pupils. Meetings were held as regularly as possible to facilitate discussions on a range of topics.

Central to perceived success was that this offered time for demonstrating how the school valued students, and in particular it reduced suspensions. No figures were yet available to support this, but it was being monitored. The Project Director emphasised the need to allow a longer period of time to lapse before expecting a major effect. The project built on an earlier attempt to introduce such a scheme which had been less successful largely because staff sometimes were unable to carry out this tutoring role because the allocated period was lost for `cover'. GEST funding enabled them to 'protect pastoral time' by buying in supply cover

The project targeted pupils in Years 8, 9, 10 and 11 on the basis of the incidence of `on report' and staff advice. In the case of Year 7, selection was based on advice from feeder primary schools. Sessions have been used to discuss work, progress and behaviour in a caring way. Parents have also been interviewed and time was used to clarify issues related to school in general and their children in particular. Staff have seen the greater personal contact with parents as a major strength of the project. Above all the project provided time for teachers to carry out pastoral duties as they would always wish to, but are not always able to, because of lack of time. Time was also spent in (liaison with both the EWO and school nurse to try to develop strategies to improve attendance.

The school keeps an `emergency cover' book recording incidents where a Senior Member of Staff `on duty' can be called to deal with difficult behaviours and disruption. An analysis of this book shows not only a reduction in the number of incidents over this year, but also that the targeted pupils were not involved in such incidents.

The school has increasingly brought together the systems for managing behaviour and meeting SEN. A full day whole staff in-service session was given by the Project Director and SENCO on the development of IEPs and IBPs (Individual Education Plan and Individual Behaviour Plan).

All staff have a file on pupils with SEN and all procedures have been reviewed. In particular report sheets have been re-written and IBPs are now written more positively. Policies are still under active review and all paperwork is being modified.

There is a regular exchange of information now and meetings focus on discussing pupils and issues concerning pupils rather than procedures. Pastoral teams meet fortnightly, again with a focus on discussing pupils and monitoring progress.

Every year the school has some staff development on behaviour and during the past year concentrated on ensuring greater consistency. A full day INSET was used to examine `how as teachers, we, and our relationships with students may trigger disruption. The Project Director point out that this is a difficult area for some staff to accept and that it is not easy, especially for very experienced teachers, to change some aspects of a well-established teaching style. However, there has been some improvement in the skills of behaviour management and preventing disruption. Staff have said they feel more confident. (Areas considered included looking at lesson introduction; how students are welcomed into classrooms; giving them time to respond; understanding assertive, aggressive and passive behaviours - of both staff and students.)

There was also development of Department Behaviour Management Plans rather than relying on a system whereby Heads of Year were responsible for dealing with behaviour. Heads of Department took a lead in establishing a Behaviour Management system which was consistent with the school's overall system for achievement, merits and sanctions. Thus, for example, in Maths there is now a departmental set of rewards (merits, extra help etc.) and there can be `department detention'.

Responses to this development were shared across departments: some have been more involved than others and the aim is to get all departments involved. This in turn will lead to re-writing the school policy to integrate departmental plans.

The approach has already been successful in that referrals to Heads of Year have been reduced. Heads of Year still deal with the more disruptive pupils but have more time to deal with the most serious cases.

The original proposal to provide training in counselling for Senior Pastoral staff did not take place. This was largely due to the proposed trainer leaving. However, the staff involved in the preventative work (under Objective 1) increased in confidence in their role as a result of having protected time for working with pupils.

This aspect of the project was deemed highly successful. Pupils who lacked self esteem and who possibly were (or could easily become) victims of bullying, were given sessions on assertiveness by the Head of Stockport's ISS (Alison Bettle). Training was given to:

Training took place in separate year groups, after school, over a period of 6-8 weeks. There was a noticeable increase in confidence - particularly the girls in Year 10. This work was also valued by parents. The pupils put in full attendance and enjoyed the security provided by a small group. The training maintained full confidentiality.

Building on the success of this project, the school is looking to introduce peer counselling. It is also doing further work on its Policy on Bullying. A small resource of books on both behaviour and understanding and supporting children was purchased for the Heads of Year. Books included workshop manuals on how to raise esteem and improve relationships.

Many aspects of the school's project have affected systems which can continue to develop. The school would have liked a continuation of funding to help protect pastoral care time for Heads of Year. There is some fear that this part of the system, without protected time, may be less effective. However, there is hope that if departments become responsible for `low-level' disruption, then Heads of Year might have more time for targeting the students with whom they want to work in a preventative/supportive role.

The Project Director expressed strong support for the opportunity for a school to set its own targets under this initiative. He pointed out, however, that by the time systems were introduced they had operated only for two full terms. It was as yet too early to determine any likely impact on exclusions.

Overall the strongest feature had been the opportunity to buy time and there was strong feeling from staff that this made a real impact on:

• reducing disruption
• preventing disaffection and increasing motivation
• improving relationships with parents.