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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

• r childre

ldren, n, pl play y is real ally ly th the wor

• rk of
• f

childhood.’

• Mr. Roge

gers s

KS1 S1 at Ra t Raven enor r Primar mary y Sc Scho hool

• l

We are a three form entry school. We operate a free- flow system within KS1. 29% of KS1 are Pupil Premium 11% of KS1 have SEN

Children who are allowed time to think for themselves, learn to have faith in their own problem solving abilities.

The start of our Ravenor race…

In Autumn 28% of KS1 were controversial. In Autumn 31% of KS1 were neglected. In Autumn 38 children

• ut 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 with others. 8% of children said they do not listen well to

• thers.

7% of children said they do not feel happy and safe at school.

“Children always annoy me and make me sad”

Year 1

“The lunchtime staff don’t do anything to sort out my problems”

Year 2

A Case se Stu tudy dy of

• f an invisible

visible SEN child ld

“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)

“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)

My expect ctat ation ion that pupil ils can play well with any ny other r pupil il

My understandi derstanding g of how my behaviour iour influenc nces pupil l behaviour iour

What is the difference between entertaining children and playing with them? 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 11th

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 16th

th March 2016

Meeting with Ciara and Claire (coordinators)  What has gone well?  What would you like to see?  Any support that you need? 23 23rd

rd March 2016

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 12th

th April

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 19th

th April

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 compared to 38 in Autumn. 39% of KS1 are either controversial or neglected in Summer compared to 59% in Autumn.

11% % of childre ldren said they y do not work rk well ll with h

• the

hers rs compare red d to 15% % in Autum tumn. 5% of childre dren said they y do not liste ten well ll to

• the

hers rs compare red d to 8% in Autum umn. 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.

“I have lots of children to play with at lunchti chtime. . The adults s have lots

• f games for us to play”

Year 2 “If f I ever have a p probl

• blem

em with my friend iend it gets sorted d straight ght away. I don’t have to use the cooling down area inside the classroom” Year 1

A Case se Stu tudy dy of

• f 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

My understandi derstanding g of how my behaviour iour influenc nces pupil l behaviour iour

‘’I have enjoyed the time spent discussing the role, the challenges it presents and how to overcome these barriers.’’ SMSA ‘’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

• wn; 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

Targeted Children A, B, C, D, E, F

5 10 15 20 25 30 A B C D E F Strengths and Difficulties Questionnaire Data Overall Stress Baseline Strengths and Difficulties Questionnaire Data Overall Stress Mid-point

Outcomes for Children Measures for Behavioural Difficulties

Targeted Children A, B, C, D, E, F

1 2 3 4 5 6 7 8 9 10 Child A Child B Child C Child D Child E Child F Baseline Measure Midpoint Measure

Outcomes for Children Measures for Emotional Stress

Targeted Children A, B, C, D, E, F

1 2 3 4 5 6 7 Child A Child B Child C Child D Child E Child F Baseline Measure Midpoint Measure

Outcomes for Children Measures for Kind and Helpful Behaviour

Targeted Children A, B, C, D, E, F

2 4 6 8 10 12 Child A Child B Child C Child D Child E Child F Baseline Measure Midpoint Measure

Incidents Recorded on Behaviour Card

2 4 6 8 10 12 14 Child A Child B Child C Child D Child E Child F Autumn Term Since Start of Program

Reflection Sheets for Incidents of Violence/Aggression

1 2 3 4 5 6 Child A Child B Child C Child D Child E Child F Pre-programme Autumn Term Since Start of Programme

Pupil Comments

• I like playing the game with my friends
• The stickers for the chart
• The racing track where we are animals, we

move when we are good

• There is fun stuff but we don’t have to if we

don’t want to

• The tag games are best

Impact for Teachers

Class teachers report much less time spent dealing with behavioural and playground issues Pre- project: approx. 2 hours per week During project: approx. 15 minutes per week An 87.5 % reduction in time spent resolving behavioural issues

Impact for Teachers

Class teachers report changes in classroom behaviour. e.g.

• Better at responding to instructions and

following rules

• Greater honesty about behaviour
• Increased ability to self-regulate behaviour

Impact for SMSAs

SMSA who supervise these year groups report improved behaviour. e.g.

• Many of the targeted children are better at

listening and following instructions

• There are fewer arguments
• Easier conflict resolution

Impact for SLT

SLT time spend dealing with behavioural issues for KS1 has been greatly reduced: Pre- project: 4 hours per week approximately During project: ¼ hour per week

Wider School Benefits

• SMSA training
• Positive impact on teachers’ time
• Positive impact on SMT time
• Happier children
• Happier SMSA
• Happier parents
• More time spent on learning

What went well?

• Fit 4 Sport Additional Play Support: huge benefits from

structured play with rules and turn-taking etc. Useful detailed records re: participation and enjoyment

• Positive impact on all children (many non-targeted

children enjoy joining in & less learning time is lost)

• A positive change in the emotional well-being of

children as a result of the more structured happier play and lunchtime experience and their ability to play nicely by the rules and consider others

• Children are learning to win and lose respectfully

Even better if...

• Both projects had started in unison

Final Comments

• 2 pronged approach has potential to be

very effective

• More effective to run both in parallel
• Training SMSAs ensures wider school

benefits and sustainability

• Involving other staff members and SENCo in

Primary Wellbeing Project ensures that the practices can be rolled out to other year groups, the skills remain in the school after the project ends and ensures sustainability

Final Comment

Headteacher quote: “I cannot overstate the impact of the structured support at lunchtime. It has completely transformed the behaviour and the lunchtime experience for everyone - children and staff.”

Video Interaction Guidance

Oldfield Primary School

at Oldfield Primary School

Elizabeth Day, Head Teacher Dean Flanagan, Educational Psychologist

VIDEO INTERACTION GUIDANCE (VIG)

Oldfield Primary School and VIG

“Joy through effective learning for life” (for everyone)

As a school, partnering with parents and pupils:  Creates positive relationships  Can reduce barriers and create trust  Facilitates open communications  We therefore welcome VIG to deepen interconnected relationships essential for healthy emotional and social growth.

What is Video Interaction Guidance (VIG) ?

Video Interaction Guidance is an evidenced based intervention through which a practitioner uses video clips of real life situations to enhance communication and strengthen relationships.

What is Video Interaction Guidance (VIG) ?

It can be used to support key relationships such as:

What is Video Interaction Guidance (VIG) ?

VIG has a strong evidence base of proven efficacy and comes highly recommended, for example:

• To promote the social and emotional well-being
• f young children 0-5 (NICE, 2012)
• To support children with Autism (NICE, 2013)
• To develop trust and deepen relationships for

children with attachment difficulties (NICE, 2015)

How does VIG work? (should be video here)

Who was selected for VIG at OPS and why?

Reception year were the focus:

• 2 parent/child dyads
• 1 teaching assistant/child dyad

The selection criteria was:

• 1. Age expected attainments across all strands of the

Early Years and Foundation Stage (EYFS) curriculum except in the area of Personal, Social and Emotional Development (PSED)

• 2. Teacher observations and feedback

What are the preliminary results ?

Parent completed Strengths and Difficulties Questionnaire (SDQ):  A reduction in overall reported stress  A reduction of the impact of ‘any difficulties on the child’s life’: going from a reported ‘high’ to ‘close to average’ level. Teacher assessments of Personal, Social and Emotional Development (PSED):  Improvement in score across the three main strands

What are the preliminary results ?

Parent set ‘helping question’: “How can I help [son’s name] learn to better deal with frustration and anger?”

Not ther e

1 2 3 4 5 6 7 8 9 10 Brillia

nt

Before Expected Achieved

Reflections and next steps?

• Complete final case with parent and child.
• Preliminary results, participant feedback

and EP experience provides a strong case for VIG being embedded in OPS’ Social, Emotional and Mental Health (SEMH) targeted provision.

Thank you For further information:

Email: Dean Flanagan: dlfanagan@ealing.gov.uk VIG Website: www.videointeractionguidance.net

Q&A

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