Bengeworth CE Academy Top Dog: A play-based intervention to narrow - - PowerPoint PPT Presentation

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
• n role in Evesham, Worcestershire
• Recently converted to Multi Academy Trust supporting small village first school
• Split site school
• 14% PPG

PPG data over years

Year 2 results Percentage Attendance PPG/Whole school

No of children Attendance PPG Attendance whole Difference

2016 67 92.9% 95.6% 2.7 2017 68 94.8% 96.7% 1.9 (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.