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4. Helping forces
4.1 Positive approaches to discipline
Positive approaches to behaviour are more easily implemented when there is a shared value base underpinning practice. Effective learning and teaching is more likely to be achieved in well-ordered classrooms where there is consistency, clarity and agreement over routine procedures and where expectations, rules, rewards and sanctions are positive in nature and reflect the ethos and culture of the school. There is increased likelihood of positive outcomes if responses to inappropriate or unacceptable behaviours are routinely dealt with in a firm but fair, restorative rather than punitive, way. Positive approaches to discipline are increasingly being used throughout North Lanarkshire establishments as more and more schools adopt the Staged Intervention programme and other whole-school approaches.
4.2 Improving educational outcomes for looked after and accommodated children
The responsibility of the Council as corporate parent to ensure the educational entitlement of all young people who are 'looked after and accommodated' has come into sharp relief in recent years as low levels of attendance and attainment have become apparent. As recommended in the Learning with care report , training and support for establishments is now in place, with designated teachers identified to act as advocates for the young person, offer quality support and promote educational attainment and achievement. To ensure a coherent approach and to remove barriers to full time education, additional teaching support is offered through the Inclusion Support base and a number of initiatives are in place to support this particularly vulnerable group of young people.
4.3 Assessment and planning
Assessment and planning are central to effective teaching and learning. Assessments should facilitate information exchange and the range of individual assessments (Personal learning plans, Individual education programmes and Records of need) provides a mechanism to ensure that the needs of the child are properly recognised and provided for. However the variety of educational assessments and their relationships can be confusing and the creation of reports can be time consuming. This is particularly true for children with the most complex needs and where there is the added issue of interagency involvement. In partnership with the Scottish Executive, North Lanarkshire is developing an overarching "Single shared assessment" model. Using information and communication technology to link education, health and social work information systems, appropriate information should be quickly and easily available to those who need it. This system will ensure that up to date records are easily maintained, that reports are generated and that the time associated with administration is minimised.
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