Finding the right intervention to support engagement - Murrayfield Primary Academy

What did we do?

I worked with staff to identify the barriers children within the school face to learning and what is preventing them from engaging.

With a certain group of students, common problems were identified with behaviour, regulation, friendship groups, communication. This was identified through observations, feedback from teachers and from SLT.

After drafting a rough plan, we finalised the interventions through an action plan to identify all students, the area of need, how their needs will be met and which actions would require funding. This included “Circle of Friends” training, linking with an outside agency and liaising with a family psychotherapist. Baseline assessments were taken before and after the project.

“They have flourished during their time with us, overcoming fears and challenging themselves. It has benefited their confidence and self-esteem.”

“When he first joined us, he seemed nervous and held back, but as he has spent more time with us he has shown growth in his character.”

Outside agency

“The main difference I see is him coming to school in the morning.”

Parent

“I hope we have the same opportunities next year.”

Student

“He has got stuck in with every activity, with great confidence and energy.”

Teaching assistant

Summary of impact

Staff have more strategies to support children in context with what works for certain children. Teachers were able to see how most children were positively affected by interventions, it was said that the change in behaviour and engagement was not drastic but noticeable.

Some children were able to self-reflect on being able to regulate better and having strategies to do so. Some parents commented on seeing small changes in their attitude towards school.

One student disliked about the project – “I’m not sure if I like that I have to do this every week.”

Steps taken

I identified problems in upper Key Stage 2 in liaison with other key staff. We looked at interventions that could benefit these children – Circle of Friends, adapting behaviour system to individual needs, involvement from outside agency such as Green Light Trust, and support/strategies from a psychotherapist. The class teacher would deliver the in-class methods, whereas other linked staff such as learning mentor and teaching assistant would carry out or support interventions and activities outside of class.

Baseline measures of attendance and exclusions were taken, as well as feedback/surveys from teachers, students and parents. We were able to monitor progress throughout as well as at the end. Smaller targets were made which made it easier to see whether goals were met in the short term, e.g. “child can successfully sit in most lessons”.

What would we do differently

Taken more time to work on planning and implementing projects
I would have involved staff more at the start, perhaps by sharing documents with them and staff adding their ideas
I would have added more measures of success to give me a better understanding of different areas that the children may and may not have improved in
I would have included parental engagement as a pillar/area with these children.

Resources required

Access to laptop to attend LBL training
Releasing TA on Thursdays to attend LBL training and actions.
Resources
Training
Outside agency sessions

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