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
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,
Supporting new pupils joining Wellington is a pastoral priority which we take very seriously. Where
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.
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.
What AS Tracking does is provide measurement and evidence to back the knowledge we have and
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.
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.
One of the strengths of AST has been to help us fine tune action plans for specific pupils, where,
presenting issues are the same, the root causes are not.
I was blown away by their conviction but even more, I was impressed by how articulate they were in
describing their pupils. There was real insight, texture and sophistication.
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
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’
With the emphasis of inspections shifting to place the emphasis solely on outcomes for pupils'
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
One of the hardest things for Governors to monitor is ‘Are we REALLY looking after our pupils’
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.
AS Tracking offers the opportunity to track and better understand the needs of individual pupils as
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
As a clinician who, over many years, has seen CAMHS services overwhelmed, I have no doubt that these
action plans are likely to achieve a better health outcome for the child for two reasons. Firstly
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.