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Including Playtime: SMSAs as part of the whole school approach Ravenor Primary School
‘Play is often talked about as if it were a relief from serious learning. rning. But t for or childre ldren, n, pl play y is real ally ly th the wor ork of of childhood.’ Mr. Roge gers s
KS1 S1 at Ra t Raven enor r Primar mary y Sc Scho hool ol We operate a free- We are a three flow system within form entry school. KS1. Children who are allowed time to think for themselves, learn to have faith in their own problem solving abilities. 11% of KS1 have 29% of KS1 are SEN Pupil Premium
The start of our Ravenor race…
In Autumn 28% of KS1 were controversial. In Autumn 31% of KS1 were neglected. In Autumn 38 children out of 174 had reciprocal friendships. 59% of KS1 (overwhelming majority boys) were either controversial or neglected.
15% of children said they do not work well “Children always annoy me with others. and make me sad” Year 1 8% of children said they do not listen well to “The lunchtime staff don’t others. do anything to sort out my problems” 7% of children said Year 2 they do not feel happy and safe at school.
A Case se Stu tudy dy of of an invisible visible SEN child ld
“Kids pay better attention to their subjects when they’ve been active. Kids are less likely to be disruptive in terms of their classroom behaviour when they’re active. Kids feel better about themselves, have higher self-esteem, less depression, less anxiety —all of those things can impair academic performance and attentiveness.” Yancy (2006) “ Through play, children learn to master their fears, assert their needs, process and cope with their emotions, and learn to get along with others.” Hurley (2015)
My expect ctat ation ion that pupil ils can play well with any ny other r pupil il What is the difference between entertaining children and playing with them? My understandi derstanding g of how my behaviour iour influenc nces pupil l behaviour iour What effect does playtime have on the children’s learning?
SMSA’s Training Dates of staff meetin ing g What t we learn rnt? t? 11 11 th th Februa uary ry 2016 Training with Cathy Ota Introduction into what playtime / lunchtime looks like at Ravenor Primary School. What challenges do they face? What would like to change / keep the same? 16 th th March 2016 16 Meeting with Ciara and Claire (coordinators) What has gone well? What would you like to see? Any support that you need? 23 rd rd March 2016 23 Training with Cathy Ota Looking at zoning the playground (drawing maps, etc) Ideas for wet play to engage all the chn What equipment would they need? 12 th th April 12 l 2016 Training with Cathy Ota Lunch hall routine – what goes well? What would you like to see improve? What are your main concerns / challenges? What is your vision? 19 th th April 19 l 2016 Training with Cathy Ota Conflict and resolution How can we make sure that it is not brought back into the classroom?
In Summer 19% of KS1 were controversial compared to 28% in Autumn. In Summer 20% of KS1 were neglected compared to 31% in Autumn. In Summer out of 174 children there are 70 reciprocal friendships 39% of KS1 are either controversial or neglected in Summer compared to 38 in Autumn. compared to 59% in Autumn.
11% % of childre ldren said they y do not work rk well ll with h othe hers rs compare red d to “I have lots of children to play with 15% % in Autum tumn. at lunchti chtime. . The adults s have lots of games for us to play” Year 2 5% of childre dren said they y do not liste ten well ll to othe hers rs compare red d “ If f I ever have a p probl oblem em with my to 8% in friend iend it gets sorted d straight ght away. I Autum umn. don’t have to use the cooling down area inside the classroom” Year 1 2% of childre dren said they y do not feel l happy y and safe at school compare red d to 7% in Autum tumn.
A Case se Stu tudy dy of of an invisible visible SEN child ld “Autism is not a puzzle, nor a disease. Autism is a challenge, but certainly not a devastating one.”
My expecta ctati tion that t pupils s can play y well ll with h any othe her pupil ‘’I have enjoyed the time spent discussing the role, the challenges it presents and how to overcome these barriers.’’ SMSA My understandi derstanding g of how my behaviour iour influenc nces pupil l behaviour iour ‘’I am now confident in my role.’’ SMSA
Primary wellbeing and Fit4Sport West Twyford Primary School
Children’s Emotional Wellbeing Project West Twyford Primary School
Project Outline To support the development of emotional health and well-being for KS1 pupils we engaged: • Primary Wellbeing Project : an Educational Psychologist and a puppet • Fit 4 Sport: structured lunchtime sport/activity based programme for targeted children in KS1.
Project Starting Point We identified a group of 20 children who were often unhappy at school because they got into trouble for poor behaviour . They lacked the ability to manage their emotions and did not have strategies to deal with anger, frustration and jealousy. There was a knock-on effect on learning for the whole class with teaching time wasted trying to resolve the issues. Additional senior management time was spent dealing with the more serious issues. Most importantly some children had unhappy play experiences.
Project Goal • To enable all children to have a happy playtime and lunchtime experience at school. • To provide children with the skills they need to manage their emotions and solve problems that arise in the playground • To reduce the amount of teacher and SLT time spent resolving behaviour issues.
Two Pronged Approach • Provide children with the skills they need to enjoy their playtimes through engaging in structured play experiences where they learn to follow rules, that actions have consequences, to take turns, to share, to win and lose respectfully (Fit 4 Sport) • Children learn to resolve issues peacefully through puppet based circle time activities delivered with an Educational Psychologist ( Primary Wellbeing Project)
Approach 1 Activities and Intended Goals • Fit 4 Sport designed structured lunchtime sport/game based programme for targeted children in KS1. A coach leads and develops children’s awareness to engage safely and appropriately in play ; to take turns ; to appreciate that others have different viewpoints to their own; to understand rules and understand that there are ways to resolve issues as they arise. Alternating SMSAs will support the activity to develop their skills and learn games that they can encourage children to play, how to structure play and behaviour management.
Fit for Sport
Approach 2 Activities and Intended Goals • Educational Psychologist facilitates a weekly one hour circle time session with a Year 1 class, co- facilitated with a class teacher. • Circle time with children presented with a problem brought to them by a puppet . The children learn skills to be able to construct a win- win situation where both parties are happy, and the problem is solved peacefully. • It is assertiveness training for KS1 children, done in a way that will allow them to develop skills that will be a lifelong benefit.
Primary Wellbeing Project
Participation Fit 4 Sport targeted children in the playground and records show that almost all targeted children joined in each day. • Detailed records show their levels of engagement and these show pupil engagement and enjoyment increased over time. • Children had some degree of choice in what they did and their friends could join in Primary Wellbeing Project is being delivered in the Year 1 class where there is the greatest need i.e. the class where the majority of the targeted pupils are.
Outcomes for Children Strengths and Difficulties Questionnaire Measures for Overall Stress 30 25 20 Strengths and Difficulties Questionnaire Data Overall 15 Stress Baseline Strengths and Difficulties 10 Questionnaire Data Overall Stress Mid-point 5 0 A B C D E F Targeted Children A, B, C, D, E, F
Outcomes for Children Measures for Behavioural Difficulties 10 9 8 7 6 Baseline Measure 5 Midpoint Measure 4 3 2 1 0 Child A Child B Child C Child D Child E Child F Targeted Children A, B, C, D, E, F
Outcomes for Children Measures for Emotional Stress 7 6 5 4 Baseline Measure Midpoint Measure 3 2 1 0 Child A Child B Child C Child D Child E Child F Targeted Children A, B, C, D, E, F
Outcomes for Children Measures for Kind and Helpful Behaviour 12 10 8 Baseline Measure 6 Midpoint Measure 4 2 0 Child A Child B Child C Child D Child E Child F Targeted Children A, B, C, D, E, F
Incidents Recorded on Behaviour Card 14 12 10 8 Autumn Term Since Start of Program 6 4 2 0 Child A Child B Child C Child D Child E Child F
Reflection Sheets for Incidents of Violence/Aggression 6 5 4 Pre-programme Autumn Term 3 Since Start of Programme 2 1 0 Child A Child B Child C Child D Child E Child F
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