APPLE - 5 Point Measure of Success in Education
It is important to recognise that success in education is not just determined by what level or grade someone gets in a subject, so the Virtual School have developed a 5 point measure to capture the broader aspects of success. This has been developed in consultation with social workers and foster carers at a training event and have incorporated everyone's views to reflect a truly holistic approach - the APPLE score.
What does APPLE stand for?
The table below explains the following:
- How a child is successful in education
- Where we are getting the information from and what information we're gathering
- How we are scoring each strand
- How we can support and enable them to be successful
The information below is also available in a downloadable document - APPLE - 5 point measure of success in education.pdf - that also includes examples of:
- key actions that social workers and foster carers can do to support their child to become successful
- key questions that social workers and foster carers can ask schools and education settings, particularly during the PEP
|A successful child...||Where and what information will be drawn from:||Scale||Actions they could lead to:|
Is able to identify and discuss their future goals or aspirations.
Is exploring or identifying what they like, feel they are good at and what they would like to learn in the future.
Is involved in setting their own targets, developing skills and exploring the steps they need to take that will aid them to achieve their end goal.
Understands that goals and aspirations are not set in stone but that can evolve and change as they develop themselves.
|PEP, OPP - input from CYP|
1 – Nothing recorded or no evidence of this being explored with the CYP.
2 – A goal/aspiration is recorded however it's not achievable, realistic or realising the CYP's full potential (depending on age and understanding of the CYP).
3 – A goal/aspiration is recorded that is achievable and realistic.
* IAG support
* Choosing options in secondary school that are clearly linked to post-16 aspirations
* Visits to colleges / universities
* Links to careers / skills show
* Signposting to activities in relation to interests or hobbies to develop skills
* VS activity days to support skills for education, employment or training
Recognises that they may need support from time to time to enable them to make progress pastorally and academically.
Is able to seek out support when needed and is actively engaged in the support that is provided.
Is both emotionally and educationally resilient – can learn from mistakes and accept praise when given as this is a crucial part of their development.
|PEP - Pastoral targets|
1 – Pastoral targets are identified however the CYP's needs are not being met therefore the same issues are having continued impact on day to day life in school. There may be reports of CYP experiencing bullying by peers.
2 – Pastoral targets are identified and progress is being made and CYP reports as being happy.
3 – No pastoral targets needed and CYP reports as being happy.
* Appropriate resources / interventions being put in place by school
* Signposting to appropriate services and resources if and when needed
* VS activity days to support intrapersonal and interpersonal skills
* All professionals are aware of the path the CYP is on and recognises this with the school and CYP
Is making at least expected academic progress from their starting point
Is actively engaged in learning support (where needed).
Knows where and how to gain support if they are struggling with their work either in or outside of school.
|PEP - attainment data, academic targets|
1 – No progress has been made in attainment scores or there has been regression and all or majority of academic targets have not been met.
2 – Attainment scores show steady progress and all academic targets have been fully or partially met.
3 – Attainment scores show accelerated progress and all academic targets have been fully met.
* Appropriate intervention or support being put in place by school
* Home tuition if needed and CYP is willing to engage in it
* VS activity days - fun days that reinforce learning outside of the classroom
* Extra resources such as books, reading material and links to useful websites
Actively engages in a range of extra-curricular and leisure activities.
Is willing to go on trips or take part in activities, clubs and sports.
Understands that taking part in these activities is important for their personal development as it helps with confidence and self-esteem.
Is willing to try new activities and experiences that might be out of their usual comfort zone.
|PEP (and stat visits if nothing recorded on PEP) - input from CYP, foster carers, social worker and school|
1 – Refusing to participate in any extra-curricular or leisure activities.
2 – Being offered opportunities but only engaging with a lot of persuasion and support.
3 – Regularly takes part in extra-curricular and/or leisure activities.
* After school clubs or signposting to appropriate activities in the community
* VS activity days - varied types of activities providing new and different experiences
Is investing and positively engaged in their education by having above 95% attendance, has no periods of fixed term exclusions, is completing all aspects of homework on time and to a good standard and is maintaining good conduct in class with very few behaviour log incidents recorded.
Learns from any behaviour issues by developing positive strategies and ensuring that they are not repeated.
|PEP, Pupil Progress Meetings, school reports - attendance, effort scores, behaviour scores, merits / house points and comments from class teacher.|
1 – CYP displays at least 2 of the following:
Not completing homework
Homework is sometimes being completed, is of poor quality or is often late
Homework is being completed on time and is of good quality
* Foster carer training around supporting education at home
* Exploring reasons behind behaviours and coming up with strategies to get positive engagements
* VS activity days - different opportunities that could motivate CYP to engage more in their education such as looking at their learning styles or finding a goal to focus on