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 converted to Multi Academy Trust supporting small village first school • Split site school • 14% PPG
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!)
PPG – barriers to learning at Bengeworth • Self esteem • Attendance • Parental engagement and support
Challenge the Gap • Whole school approach No excuses culture – if you accept or ignore the gap, you are responsible for it.
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.
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.
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.
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)
Packtypes as a play-based intervention • Screen shot of lessons/activities • Get to know the dogs and an example of an intervention • Videos
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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