AS Tracking

AS Tracking Costs

Schools work towards AS TRACKING ACCREDITED STATUS over the course of a launch and then roll out year, supported by their own dedicated STEER consultant.

The 2018-19 cost of AS Tracking is a £18.25/pupil per annum licence fee +VAT.

Included within your pupil licence fee:

  • unlimited AS Tracking assessments per child/year
  • secure & tracked pupil data
  • priority pupil identification
  • online pupil action planning tools
  • online whole school welfare analytics tools
  • integration with your school's MIS and senior management reports.

There is a minimum launch size of 100 pupils for prep schools and 175 for senior schools.

The cost of the support package for your AS Tracking launch is £750 +VAT for preps and £900 +VAT for seniors.

The success of AS Tracking adoption is dependent on the quality of implementation. Built into the cost of an AS Tracking launch is a comprehensive support package to ensure schools are fully trained, resourced and equipped. The launch support package incorporates additional services to those incorporated within the annual AS Tracking pupil licence fee.

Included within your launch support package:

1. Delegate places on an AS Tracking practitioner training day (4 for preps or 5 for seniors)
Training courses are held throughout the year, hosted around the country by AS Tracking schools. Delegate places must be offered to Heads of Year, or Head of House whose pupils are participating in the launch. It is mandatory for the designated AS T senior practitioner (usually the deputy head pastoral) to attend an AS T practitioner training day. To alleviate staffing difficulties, schools may send delegates to different training courses.

2. IT Training, guidance and support We provide training, guidance and support to ensure your AS T IT Lead is fully resourced and equipped to implement the technical aspects of AS Tracking. This includes: data import, administration rights, data security, integration of AS T data within your wider IT data systems, and the effective running of the assessment on your school devices.

3. AS Tracking post assessment tutorials with your designated School Consultant Following each round of assessment, newly trained practitioners will have a post assessment tutorial with their AS T Consultant, building their expertise in analysing and using their pupils’ data. The senior practitioner will receive an additional tutorial; this is an opportunity to discuss emerging themes in the data, and be guided in how to put in place systems and processes to ensure AS T is embedded within wider school pastoral structures.

Example (not including VAT)

  • Senior School A decided to run a launch for 200 pupils (approximately 2 year groups, or 3 houses). Their 200 pupil licences cost £3650 and their launch support package cost £900.
  • In year 2, they rolled out AS Tracking to their whole school of 600 pupils. Their 600 licences cost £10,950 and their roll out support package (for that scale of roll out) cost £1100. At the end of the year, they obtained AS TRACKING ACCREDITED SCHOOL STATUS.
  • In year 3, as an AS Tracking accredited school, they did not require a further support package. Their ongoing AS Tracking costs were simply £10,950 for their 600 pupil licences.

Core AS Tracking features include:

Proactive pastoral care

AS Tracking enables schools to be proactive, targeted and evidence-based in their pastoral care.

Detect wellbeing risks

Detect mental health risks earlier by measuring pupils' steering biases.

Group action planning

Write year/house development plans to ensure each stage of the school is as pastorally effective.

Evidence of impact

Monitor the impact of your mental health support reliably, quickly, regularly.

Screen hidden risks

Detect hidden risks often not picked up by existing mental health assessments or teacher observation through AST's pioneering assessment.

Target priority pupils

Focus resources early, directly and strategically on those pupils who most need support.

Individual pupil action planning

Put in place effective, targeted pupil action plans without considerable additional provision of time or cost.

Track pupils from 8-18

Curate a unique 10 year record of a child’s social-emotional development, monitoring their wellbeing through adolescence.

Develop staff pastoral skills

Drive a whole-school approach by training your staff to provide joined-up, consistent, pastoral signposting.

Anonymise data for GDPR

Maintain a secure, encrypted and fully anonymised record of pupil wellbeing data, fully compliant with GDPR.

Analyse whole-school trends

Obtain powerful insight into the trends, culture and impacts of year groups and houses in your school on the wellbeing of pupils.

Pastoral governance reporting

Produce clear, real-time, analytical pastoral reports quickly and easily for governors, using our rich array of chart/reporting facilities. our rich array of chart/reporting facilities.

Link primary- senior schools

Pass your pupils’ AS Tracking records forward securely through our unique technology to senior schools, supporting pupil transition.

Meet ISI requirements

Meet the new ISI requirements to demonstrate personal development, by producing records of each pupil’s history, your actions and your impacts at the click of a button.

Benchmark school nationally

Compare your school’s social-emotional characteristics with other similar schools in the UK and internationally.

Equip for university

Equip your leavers to thrive emotionally and socially at university using our unique USTEER app designed to help transition to independence.

Leading the field in proactive, targeted evidence-based pastoral care

Independent school organisations, including HMC, BSA GSA, have widely promoted AS Tracking since its commercial launch 18 months ago. A new school adopts AS Tracking every week.

  • Detect Risks

    There is increasing evidence the AS Tracking system detects risks such as self-harm, bullying and anxiety/depressive/controlled thinking concerns. There are also striking indicators it may identify and be diagnostically useful for emerging neuro-developmental conditions such as ASD, ADHD and others. This tracking data, collected twice/year, year on year, can be passed to clinicians, such as nurses, counsellors, CAMHS, psychiatrists and GPs.

    • Frank O’Kelly MBE MB BS MRCGP DA(UK) DCH DRCOG
    • School doctor, GP 30 years, Clinical Commissioner
  • Pupil Support

    Supporting new pupils joining Wellington is a pastoral priority which we take very seriously. Where AS Tracking records are able to be forwarded to us, it enables us to understand the needs of a specific boy or girl that much sooner. This only strengthens the start that pupil is able to make at our school.

    • Head
    • Wellington College
  • Focus

    It is very striking how the system works to identify the right children. It enables us to work out, with even more certainty, which boys need help and where to focus in that boy’s life.

    • Senior Master
    • Harrow
See everyone's comments
  • Detect Risks

    There is increasing evidence the AS Tracking system detects risks such as self-harm, bullying and anxiety/depressive/controlled thinking concerns. There are also striking indicators it may identify and be diagnostically useful for emerging neuro-developmental conditions such as ASD, ADHD and others. This tracking data, collected twice/year, year on year, can be passed to clinicians, such as nurses, counsellors, CAMHS, psychiatrists and GPs.

    • Frank O’Kelly MBE MB BS MRCGP DA(UK) DCH DRCOG
    • School doctor, GP 30 years, Clinical Commissioner
  • Pupil Support

    Supporting new pupils joining Wellington is a pastoral priority which we take very seriously. Where AS Tracking records are able to be forwarded to us, it enables us to understand the needs of a specific boy or girl that much sooner. This only strengthens the start that pupil is able to make at our school.

    • Head
    • Wellington College
  • Focus

    It is very striking how the system works to identify the right children. It enables us to work out, with even more certainty, which boys need help and where to focus in that boy’s life.

    • Senior Master
    • Harrow
  • Measurement

    What AS Tracking does is provide measurement and evidence to back the knowledge we have and potentially identify children ahead of a crisis or who are struggling without us knowing. Also, for new children arriving in the school at the age of 13, whom staff don’t know so well, we are able to get a much fuller picture.

    • Pastoral Leader
    • Wellington College
  • Clarity

    We received an email from a set of distraught parents yesterday as issues have been arising for her son. The boy was flagged as a priority following the assessment in January. Before we had AST this would have made me quite anxious about what to do next. It's so useful to have the assessment data/action planning to hand to get clarity on the issues and specifically how to help.

    • >House Parent with 17 years experience
    • UK Shool
  • Being specific

    One of the strengths of AST has been to help us fine tune action plans for specific pupils, where, although the presenting issues are the same, the root causes are not.

    • Houseparent
    • Monkton Combe School
  • Insight

    I was blown away by their conviction but even more, I was impressed by how articulate they were in analysing and describing their pupils. There was real insight, texture and sophistication.

    • Delegate speaking of the skills of teachers using AST at the recent AS Tracking Practitioner Conference
  • Powerful

    I vividly remember the AST consultant calling us to say she was particularly worried about the results she saw for one pupil, and it was a teenager who had, unbeknown to her, had a serious meltdown only a few days before. That was a striking moment, realising that a simple but clever online test could be that powerful. It was astonishing and very compelling.

    • Headmaster
    • London Day School
  • Focused Targets

    AS Tracking has enabled us to develop highly detailed and well-focused targets for our pupils. Over time, I am confident that the system will allow us to redress the balance of our assessment systems: increasing the focus on children’s social and emotional development; highlighting individuals needing further support and allowing us to monitor the impact of interventions with the same degree of rigour currently applied to the analysis of pupils’ academic progress.

    • Head teacher
    • London academy
  • Measuring Data

    With the emphasis of inspections shifting to place the emphasis solely on outcomes for pupils' achievement and personal development, schools will want to find ways of measuring the impact of their provision in order to review and refine what they do to help pupils flourish. AS Tracking provides us with the data to support that requirement.

    • Headmaster & ISI inspector
  • Accuracy

    One of the hardest things for Governors to monitor is ‘Are we REALLY looking after our pupils’ emotional wellbeing?’. Seeing the accuracy and focus that AS Tracking brings to the school's pastoral care means that we, as a Board, have huge confidence that we are discharging our duty effectively.

    • Governor
    • UK independent school
  • Understanding Needs

    AS Tracking offers the opportunity to track and better understand the needs of individual pupils as they progress through their school career. A tool such as this potentially helps schools to better help their pupils to deal with the stress of modern life and, in doing so, be more likely to perform to the maximum of their academic potential.

    • Chair
    • Headmasters' and Headmistresses' Conference 2015-16
  • Better Health

    As a clinician who, over many years, has seen CAMHS services overwhelmed, I have no doubt that these AS Tracking action plans are likely to achieve a better health outcome for the child for two reasons. Firstly they equip teachers, who know the child best, to act rather than relying on external professionals, who do not know the child. Secondly they are put in place within the school environment, so that the child is not separated from peers, but supported within the context of school.

    • School Doctor
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To discuss how your school can adopt a STEER service call or email us today

+44 01225 667232

fiona@steer.global