STEER supports parents
Like you, our top priority is your child's wellbeing
STEER works to safeguard 50,000 children across 150 leading schools in the UK.
That's probably more than 30,000 families. STEER was founded by the parents of one of those families, Dr Simon and Dr Jo Walker. Like every other parent in the country they were concerned to help their own children steer the road of adolescence. And that's why they founded STEER to develop AS Tracking...
Our daughter did AS Tracking last term and has recently been going through a difficult time. I found the support her tutor gave her using AS Tracking so insightful and helpful and as well as reassuring. I feel that thanks to this 'alert' we are able to better work with the school to help her and I am so impressed by the preemptive aspect of AS Tracking. It is fantastic!
Parent & counsellor
How does AS Tracking support your child on their school journey?
Watch 'Adolescence! We'll help you steer it' to see how children learn to steer their school journey with a
little help from AS Tracking
How can AS Tracking help you as a parent?
Watch 'Choosing the right school can be tricky...' to see how AS Tracking can help you choose a school which
places pastoral care at the centre of your child's education.
When a school chooses to use AS Tracking they will do so after careful research.
Your school will have investigated a range of options to support pupils' wellbeing before settling on STEER's AS Tracking. As part of that decision, they will have looked at STEER's reputation, its research basis, its responsible approach and its reliable track record. One of the most important features of AS Tracking that school's value is that it is not a profiling tool. It does not label a child with a label that cannot change and may limit them.
Dr Frank O'Kelly, STEER's Clinical Lead who is a GP of 30 years, a school doctor and a father of five, explains why you should feel reassured about AS Tracking.
'AS Tracking identifies children’s social-emotional needs early, guiding supportive, in-school intervention by teachers. Teachers use small, subtle, low level strategies to help individual children develop more rounded, healthier patterns of thinking.'
Dr Frank O’Kelly
Here's how a school uses AS Tracking to support a pupil...
Which schools are using AS Tracking?
Many parents are writing to their Headteachers about AS Tracking
“I wonder whether you have heard about AS Tracking? My daughter had a particularly challenging time at school and I'm sure would have benefited enormously if our school had had this sort of pastoral care system in place. As you will see, these schools are using AS Tracking to detect pastoral care issues before they happen. Having just watched an introduction it seems to me to be enormously empowering for both teachers and parents.”
Parent email to their Headteacher
STEER invests in supporting families beyond school
STEER has developed an app called USTEER for students going off to university. USTEER helps students navigate the challenges and pressures of independent living and working. FIND OUT ABOUT HOW USTEER CAN SUPPORT YOUR CHILD HERE.
STEERING PARENTS WEB SITE!
STEER has developed a specialist web site called STEERING PARENTS.ORG to teach families how to adopt the same signposts that schools use with AS Tracking, in the home. Please visit our site and download any of our free resources at STEERING PARENTS
STEER SPONSORS OPPORTUNITIES FOR VULNERABLE CHILDREN
STEER sponsors Royal Springboard SpringBoard Bursary/ RCNF Programme, which places & funds children from urban contexts into boarding schools to give them new educational opportunities.
STEER is seen as a trusted provider by schools and parents across the country.
STEER adheres to a strict code of conduct to ensure the ethical use of AS Tracking
Our code, signed by user schools, ensures that AS Tracking is used for its intended scope. The code prevents, for example, AS Tracking data being used to prevent selection to a school or university, and ensures teachers are fully trained and supervised to use the AS Tracking data appropriately. Read the full code of conduct below.
We are committed to providing high quality training, building high quality in school expertise. 1.1 Schools designate appropriate numbers of practitioners who attend the AS Tracking Practitioner Training Day. 1.2 Each school is appointed a designated AS Tracking Consultant who delivers a series of bespoke AS Tracking tutorials to colleagues. 1.3 All training is delivered by highly trained, well supervised AS Tracking Consultants.
We ensure AS Tracking is embedded within high quality pastoral practice. 2.1 All schools follow an accreditation scheme, which validates four areas of practice. 2.2 Accreditation is only given to schools who evidence the highest quality of AS Tracking pastoral practice. 2.3 Schools have access to high quality resources to support high quality AS Tracking pastoral practice
We are committed to transparency and a high quality of information governance. 3.1 We resource schools with a wide range of resources to explain AS Tracking to their parent and pupil body, and wider school community e.g. school nurses and counsellors 3.2 We guide schools in responding to questions and concerns from parents, pupils and the wider school community
We respect the rights of parents and pupils to withdraw from AS Tracking assessments. 4.1 Where parents or pupils raise concerns, schools are resourced with a wide range of resources to allay concerns or resolve confusion. 4.2 Should parents or pupils choose to opt out, their decision is respected. 4.3 Where requested, parents or pupils should be allowed to opt in again.
We are committed to collecting pupil data in accordance with the highest ethical standards. 5.1 The methodology of the AS Tracking assessment has been rigorously designed to be accessible to all pupils irrespective of age, additional educational needs or culture. 5.2 Where barriers may remain, schools are provided with resources to improve accessibility. 5.3 The assessment uses neutral language to lessen any possibility of external priming or emotional triggering. 5.4 Pupils are well prepared and well supervised through the assessment process. 5.5 AS Tracking should not be used as a selection tool. Data is collected to support the pastoral provision given to pupils already on roll at a school.
We are committed to storing data in accordance with the highest standards of data protection. 6.1 Data is processed in accordance with the six data protection principles of best practice and specified in our Data Protection Policy. 6.2 We are UK government Cyber Essentials accredited.
All AS Tracking Consultants abide by the Code of Conduct for Consultants. 7.1 All AS Tracking consultants sign the Code of Conduct for Consultants; they are held accountable should this be reneged upon.
We are explicit about the claims of AS Tracking. 8.1 AS Tracking data provides an additional advisory measure to inform and guide proactive, targeted and evidenced based pastoral care. AS Tracking should not be used as a sole, isolated or absolute indicator of any single pupil mental health risk, pastoral risk or concern. As such, AS Tracking data provides an increased degree of accuracy in pastoral decision making, not an infallible one, as confirmed in our literature.
We follow and give explicit guidelines to inform data sharing. 9.1 Schools are given explicit guidelines to inform their practice in sharing AS T data with pupils and parents. AS tracking is a professional pastoral assessment and reporting tool, used by trained educational professionals. Data is not presented in a format suitable for parents or pupils. Where parents or pupils request to see their data, it must be in the context of dialogue, and not released without context. 9.2 Schools are given explicit guidelines to inform their practice when sharing AS T data with the wider school community. All school professionals with access to pupil data must receive a level of training appropriate to their role. Schools are advised to restrict IT permission levels as appropriate. 9.3 Schools will be given guidance in how to share AS T data with Health Professionals but schools will follow their own data sharing guidelines when sharing with external health professionals. 9.4 STEER may refer to pupil or school data to explain or evidence AS Tracking to a wider educational community. At such times, names and context will be changed to eliminate identification. 9.5 As pupils’ transition from one school to another, schools may use AS T Forward to transfer pupils’ AS Tracking data to another AS Tracking user school. Data must not be sent to schools who are not AS Tracking user schools. Data may only be transferred once the pupil has confirmed their destination school and accepted their place. Data transfer will assist the receiving school in putting place pastoral provision, and ensuring an ongoing data narrative for each pupil. It must play no part in the selection process.
We are committed to giving all pupils ownership of their data at Y13 transition and through USTEER. 10.1 AS Tracking is a means by which pupils’ social and emotional development can be tracked from the ages of 8- 18. On leaving school at 18, ownership of this data will be retained by STEER and the school leaver alone. 10.2 We retain the data on our system in compliance with our data protection policy.
Your school will be able to provide you with a document answering in detail many of the FAQs parents might ask about AS Tracking. We have also put some of answers these on the Guidance schools give to parents page. You will find that many questions you might have about data protection, use of the data, how the tool was developed, and how the data will be used are answered in these FAQs.