Keyworker Outline and Approach
As part of their ongoing social education and development at Breckenbrough, each student is assigned a Keyworker. A Keyworker strives to uphold a special interest in a student through targeted support and personal interaction from day to day. Each Keyworker has direct responsibilities for working with a number of specific students, giving them reassurance to feel safe and cared for and building relationships with them and their parent or carers, in order to promote the best possible social growth, personal development and support their academic achievement.
Keyworkers are the lynchpins of a student’s social education during their time at Breckenbrough. They help to create and uphold the positive atmosphere in which a student can thrive. The role of the keyworker is diverse and includes keeping regular contact with the student and guiding their social development within school. We use a number of systems to monitor and support social education. A Keyworker will monitor and evaluate progress through the student Tracking Social Progress records and the student Individual Care Planning, sharing this information with parents and carers. Keyworkers regularly meet with other professionals such as subject teachers, specialist practitioners, senior leaders and Local Authorities. Keyworkers are also expected to contribute to review meetings and provide a report on social progress within school.
All Keyworkers at Breckenbrough are:
Through a Keyworker, parents/carers can have access to information on their child’s social education at any time and can discuss any areas of Social Development that they may feel need supporting. Parents or carers are able to meet with Keyworkers by appointment at any time of the academic year. Any decisions about a student or changes in the way we are supporting them are shared with parents and carers at all stages.
Tracking Social Progress (TSP)
As part of continuing to promote the social development of students at Breckenbrough, we have designed an in-house Tracking Social Progress model and a set of associated soft tools. The system aligns with a student’s Education Health Care Plan (EHCP) targets alongside assisting to identify additional or supplemental areas of development. It is a system of ‘soft tools’ and a main reporting form. It is completed by the Keyworker using information gathered directly from the student and their parents/carers and aims to capture and present data in a coordinated, cohesive and communicable way. The system proactively guides and supports social development and growth in a student, documenting this progress into tangible evidence.
The role of the Keyworker is to provide students with the necessary support mechanisms in order for them to feel empowered and challenged to succeed across the curriculum.
Independent Living Skills Programme (ILSA)
The Independent Living Skills Assessment was initially brought in to develop the social skills for a small number of our post-16 pupils, but following a successful pilot period the ILSA was redesigned into a whole school programme supporting the development of independent skills of all our pupils. This is now closely aligned with the ‘preparing for adulthood’ section of an EHC Plans. The ILSA process is built into the Tracking Social Progress system and includes a paper based assessment tool that is completed once an academic year. This observational assessment is carried out by the Keyworker, parents or carers and the pupil themselves. The assessment tool is used to identify areas of need and provides opportunities to highlight pathways towards improving a pupils personal independence. This data collected through the tool is also correlated into a percentage of independence that can monitored throughout a pupils journey with Breckenbrough allowing us to monitor a pupils progress. The ILSA programme is for all pupils at Breckenbrough including non residential pupils and students.