Pupil Engagement Team - Orkney Island Council: What was done
This section contains specific information on where, when and how the project was delivered. This includes detail on the content of the programme(s), supporting resources and how relationships were developed and maintained with children, young people and their families. This section also highlights key elements of success identified by the partners involved.
How often did it run?
All staff in the Pupil Engagement Team (PET) work full-time and support children, young people and their families on a needs-led basis, including before, during and after school. This includes daily breakfast and lunchtime clubs.
Pupil Engagement Workers provide group work and one to one support, aligning with the Community Learning and Development and Employability (CLDE) Youth Services offer, and delivering to up to six targeted groups per term. Universal holiday provision is provided to all children in every school.
How long does it run for?
The project was established in March 2023 and provision is delivered throughout the year. The project delivers targeted and universal support, while groupwork in the primary school is delivered on a termly basis.
In the secondary setting there is a 12-week programme that supports small groups of young people, rather than the termly model used in the primary school.
What space/location did you use?
The project has designated spaces within each school. In the primary school there is a specific room, called the ‘Family Room’ and it has the ‘PET Room’ in the secondary school. The project also utilises a ‘secret garden’ that is not on the school’s premises. Whilst 90% of delivery takes place within school, some time is spent at the Youth Café or sports centre, as well as the ‘secret garden.’
How many individuals were normally involved?
The typical numbers of children involved in the primary school provision are detailed below
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six in a group and six groups per week (primary)
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breakfast bar – 20 per day
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lunchtime groups – 80
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after school clubs – 10
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individual work – one or two
There are fewer groups run in the secondary school, with approximately six young people in each group.
What did the overall project programme look like?
Youth work activity-based provision is responsive to the needs of the school and the community. Activities are regularly reviewed and principles of adopt, adapt, abandon are applied to ensure evolving needs are met.
What did you do each time you met? (Was there a structure on how it was delivered?)
A range of structured and unstructured activities is delivered and is different in each school. In the primary school there is experiential learning through STEM, predominantly led by the interests of the children. Other activities include making smoothies, gardening, and arts and crafts. Pupil Engagement Workers support children and young people to achieve a Dynamic Youth Award (DYA).
Staff empower children and young people to play a full part in shaping their learning, including supporting them to choose an area of interest that is personal, meaningful and appropriate to them. For example, children have previously chosen dinosaurs as their topic to complete a minimum of 10 hours of activity, reflect and comment on their achievements and gather evidence of their participation for the DYA. This approach to participation is considered in all engagements.
There is holiday provision during Easter, Summer and October. The project offers inclusive activities, such as Boccia, which is similar to carpet bowls and delivered over a 6-week block. There is also an art club and games club which is open to all.
The groups in secondary utilise more prescriptive resources within the delivery of programmes such as:
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See Me, See Change programme - aimed at improving mental health
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Imagine a Man course through No Knives, Better Lives - to promote positive masculinity with boys and young men
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Confidence 2 Cook - aimed to increase knowledge on food and health.
All of these are in line with the Community Learning and Development and Employability (CLDE) Youth Services Offer to schools (P7+).
The project was enhanced alongside the core offer within the Orkney youth work service, however some specific resources include:
The University of Highlands and Islands provided resources and guidance to enhance the variety of activities within the STEM club.
Positive relationships with children, young people and their families are built through non-threatening and non-judgemental interactions with staff involved in the project. The non-statutory roles of staff involved in the PET project contributes to the positive rapport developed over time. Staff are highly visible and perceived as “not being scary.” The consistent approach of staff and their representation and advocacy of children, young people and their families at meetings strengthens the relationship and engagement.
There are a few factors that contribute to the success of the programme and its meaningful partnership. This includes having the ‘right’ staff in post and having parity of esteem with school staff.
A request for engagement system was developed in collaboration with school staff, outlining agreed criteria which helped to ensure requests for engagement were appropriate to meet the needs of children, young people and their families. As a result, the project could clearly set and manage expectations with those involved in supporting a child or young person. This also ensures shared understanding of activities delivered and informs the role and purpose of other partners who may be invited to be involved.
