Ellesmere Port Specialist School of Performing Arts

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Ellesmere Port Specialist School of Performing
Arts

• Tackling Social Exclusion
• Thursday 03 May 2007

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Introductions
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EPSSPA

• EPSSPA has a pupil roll of approximately 883
  pupils with an even split of boys and girls.
• The school is situated in an area of social
  disadvantage and most of the pupils come from
  nearby council estates.
• Within Cheshire, Police attend to approximately
  6000 domestic incidents each year.
• Approximately 26 of the pupils at EPSSPA have
  some form of learning difficulties and we are on
  the SEN register.
• The school has an inclusion unit to support the
  pupils with emotional, social and behavioural
  issues.
• Approximately 30 pupils at EPSSPA are recognised
  by the Police as having been involved in anti
  social behaviour.
• We take on other pupils who have been excluded
  from other schools in the area to encourage
  Inclusion.

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The Development of the Learning Mentor

• Two Learning Mentors
• KS2-4 Learning Mentor developing whole school
  transition and ongoing mentoring support
• KS3-4 Learning Mentor 1-1 and Group support
• Mentors liaise, mediate, build bridges and offer
  an all encompassing support network to pupils,
  staff, parents and the community.
• Through the mentoring process pupils develop and
  train towards becoming a PEER MENTOR
• Facilities available to pupils are out of school
  club, daily break time drop in, PEER MENTOR lunch
  time drop in

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Your name
T H E D A T E
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Self Esteem

• High Self Esteem

• Low Self Esteem

• Explores the meaning of self esteem within a
  group, together with positive strengths,
  generally following on from a basic communication
  group.
• These groups are the beginning of a structured
  process.
• Further individual development can be provided
  through assertiveness training.
• The aim is to provide support with their
  emotional intelligence.

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The Process

• So what is the process for tackling Social
  Exclusion? The first step is communication.
• Various programmes are facilitated to deliver
  Communication Skills, Improve Self
  Esteem/Confidence, identified through the
  Counselling or Mentoring process.
• Anger Management, Self Harm and Grief and Loss
  programmes are facilitated for deeper issues.
• Antibullying group developed to support
  transition, KS2. From this group mentees begin a
  training and development programme
• Peer Pressure
• Peer Mentors were identified and expressed an
  interest in supporting others after working with
  LMs/Counsellors. This is the beginning of the
  training process.

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THE PROCESS FOR TACKLING SOCIAL EXCLUSION
MENTEE
R E L A P S E
R E L A P S E
COUNSELLOR LEARNING MENTOR BUSINESS MENTOR
PEER MENTOR TRAINING
PEER MENTOR
MENTEE
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SELF ESTEEM

• ICEBREAKER

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What Next for EPSSPA

• Expanding and structuring Groups
• Identifying areas for development
• Information sharing and educating for all. (Anti
  bullying Newsletters, Peer Mentor Newsletter).
• Promoting the Services available
• Relationship building
• Further development of Peer Mentor scheme

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Communication is a Risk Worth Taking

• To laugh is to risk appearing the fool
• To weep is to risk appearing sentimental
• To reach out for another is to risk
  involvement
• To expose our feelings is to risk exposing
  our true self
• To place your ideas and dreams before the
  crowd is to risk loss,
• To love is to risk not being loved in
  return.
• To live is to risk dying,
• To hope is to risk despair,
• To try at all is to risk failure.
• But risk we must, because the greatest hazard
  in life is to risk nothing.
• The man, the woman, the child who risks
  nothing, does nothing, has
• nothing, is nothing.

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QUESTIONS AND ANSWERS

• THANKYOU