AS Tracking

Why is AS Tracking different to other tools?

There are an increasing number of tools available to support mental health in schools.

So why is AS Tracking different?

Schools these days are able to buy a range of pastoral tools. Here's a table explaining the differences between the types of tools available.




All the available tools have a different purpose.

It's important to pick the right one for the task. Let's illustrate this through some pupil stories...

Saddiq is in Y11 and has been referred to a counsellor. The counsellor might use the SDQ to inform the right support to give Saddiq.

Hannah is in Y5 and on the safeguarding register. Her specialist case worker might use Boxall to bring the voices of her teachers, parent and other adults together to inform support for Hannah.

Mrs Dunn is Head of Y7. In November, she wants to understand her new Y7 pupils' attitudes to the school's teaching now they are at secondary school. Mrs Dunn might use PASS to help her teachers understand the current engagement of their pupils.

What does a school use AS Tracking for?

Schools use AS Tracking proactively, to screen and track all pupils, not just those already identified with a need.

AS Tracking provides earlier, more accurate screening data than other pupil survey tools by measuring a pupil's steering biases to reveal hidden risks in pupils' social-emotional development. The result of this is that AS Tracking can give a school unprecedented, accurate, early signals about which pupils to help, and how to help them....

What's the advantage of measuring 'steering biases'?

You can read about why measuring steering, as opposed to questionnaires based on pupils' self-perception, is so effective here.....

Let's illustrate how this might help Milly, who is in Y10...


Like many Y10 girls, Milly hides her thoughts and feelings.

She deflects when her tutor asks her how she is, and fakes the school's pupil wellbeing survey. AS Tracking will help elicit Milly's real, hidden voice, so she can get the help she needs early enough.

Like many pupils, Milly has different risks inside and outside school...

Milly's parents don't tell the school they have recently split up. But AS Tracking provides a rounded picture of how Milly steers both inside school and outside. Without asking any private, intrusive questions that parents might be unhappy with, AS Tracking flags a concern in Milly's steering outside school which guides the school to start an important conversation with her parents.

Milly is coping with her family breakdown...

Every child responds to family breakdown differently. So Milly's tutor needs specific guidance to know how to support Milly at this time. AS Tracking directs and scaffolds her tutor in how to use his own professional expertise to support Milly, using the every-day opportunities and activities of the school day.

Milly will soon be leaving school...

She will need to manage independent life, study and work without the signposts of school. Milly will be given a special App, called USTEER, in Y12 which will prepare her to steer the road beyond school. It will use the data from AS Tracking to give her specific guidance and support as she makes that transition.

Does AS Tracking work?

At STEER, we are not afraid of evidence. We want you to know whether AS Tracking is making an impact. So, we build in tools to show you exactly how much of a positive impact your targeted actions guided by AS Tracking, are having compared to your other school practices. You can see for yourself by the results whether AS Tracking is worth it...

AS Tracking is the only school tool available in the UK to provide this direct evidence to schools.

So does AS Tracking make a difference to pupil wellbeing risks?

Data from 30 schools over two years, involving 1,000s of pupils and 100s of teachers, shows that 8/10 of identified ‘priority’ pupils show improvements when supported by AS Tracking action plans, compared to around 5/10 priority pupils who are not supported by AS Tracking action plans.

This data evidences that there is a large and signficant positive difference in the wellbeing outcomes and mental health risks for pupils supported by AS Tracking.


Ultimately, AS Tracking is about results; reducing the mental health risks and improving the resilience of Milly, Sadiq, Hannah and pupils like them. It's also about results for teachers like Mrs Dunn who want to know how their school can be the best signposted, most scaffolding learning environment for their pupils.

We are confident you will find the same when you launch AS Tracking... But please don't take our word for it...


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