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Bengeworth CE Academy Top Dog: A play-based intervention to narrow the gap Bengeworth CE Academy Larger than average first school (Reception to Year 5) with approximately 500 pupils on role in Evesham, Worcestershire Recently


  1. Bengeworth CE Academy Top Dog: A play-based intervention to narrow the gap

  2. Bengeworth CE Academy • Larger than average first school (Reception to Year 5) with approximately 500 pupils on role in Evesham, Worcestershire • Recently converted to Multi Academy Trust supporting small village first school • Split site school • 14% PPG

  3. PPG data over years Percentage Attendance PPG/Whole school No of Attendance Attendance Difference children PPG whole 2016 67 92.9% 95.6% 2.7 2017 68 94.8% 96.7% 1.9 Year 2 results (I will change this table so that it makes more sense and looks prettier!)

  4. PPG – barriers to learning at Bengeworth • Self esteem • Attendance • Parental engagement and support

  5. Challenge the Gap • Whole school approach No excuses culture – if you accept or ignore the gap, you are responsible for it.

  6. Connection, Collaboration and Creation • Worked with Will Murray, founder of Packtypes – “Building trust through great conversations” • Already in use for staff, recruitment process, appraisal and visioning. • Psychometric tool which helps understand self, how we work as a team and react in different circumstances. • Child’s version available, but not used in focused, systematic way as an intervention tool. • Vision – to use as an intervention for PPG pupils for meta cognition and understanding of learning styles, barriers and true self.

  7. Using Packtypes Greg – how developed in school? What did, where started, developments, getting to know the dogs etc – the intervention and evolution. Not only difference in school, but focused on group of pupils in new area of support - took away some variables and put PPG pupils high on the agenda.

  8. Time to play … How to play: Think of a pupil you know well. Use the cards and sort into yes/no. Narrow down until you have 6 which accurately describes the pupil. Turn the cards over and group into packs. Once a child learns how to interpret the cards it gives immense power for child to understand themselves as a learner.

  9. COMA scale • Journey to assessment – how would we measure impact and progress? Impact in core subjects would be long term … . • Soft data and development of children as learners in classroom – confidence etc – measured to create hard data – (Coma)

  10. Packtypes as a play-based intervention • Screen shot of lessons/activities • Get to know the dogs and an example of an intervention • Videos

  11. Impact • Video clips of children talking about experiences. • (Need to put data for Y3 and Y4 2017 in here) • Kept programme because it is the immeasurable things, confidence and resilience, which lead to a narrowing of the gap and offers pupils a window into knowing who they are and what they want in life.

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