#931 Securing Engagement Through SEL – Clifford Road Primary

Baseline assessments were carried out at the beginning of the project, using a range of tools such as pupil perception questionnaires, Thrive assessments and attendance data. Data was tracked throughout the project which enabled some interventions to be tweaked as we went. For example, we began using the P.H.O.E.B.E programme (raising self esteem) with a group of Year 6 girls, before moving to a friendship group. At the end of these interventions, we had a group of happy, more confident year 6 girls, who previously had measured themselves as “unhappy”. We have seen a reduction in play and lunch time incidents, lessons can begin without classroom staff supporting pupils to regulate and restore relationships.

Training was cascaded to staff through weekly emails, this was particularly well received as it could be read at a convenient time. Staff use a greater range of strategies within the classroom and feel confident to ask questions when they are unsure.

Data for one pupil shows a reduction in exclusions this year, he is beginning to use language to express how he is feeling and what he needs rather than fight or flight.

nitially emails were sent to teaching staff explaining the project and the role of the LBL, asking staff to consider any of their pupils for the project. I was keen to use pupils that weren’t necessarily “high profile”. The teacher responses enabled identification of 16 pupils, using the EEF framework and the 5 pillars of learning training I was able to establish appropriate interventions, resources and staff training. Following on from this planning for when, where and who took place. Planning for how to measure outcomes in the short term, medium and long term were set, these varied but generally were pupil perception questionnaires, Thrive assessments, attainment and attendance data. For example, Pupil J was identified as having needs in Social and Emotional Literacy (SEL) and SEND. To support the SEND needs a gym ball followed by a wobble stool was purchased. SEL needs were supported through daily Thrive check ins, weekly Thrive sessions and has had Lego therapy. This approach has led to the pupil being more motivated and engaged in learning, on his pupil perception questionnaire he is quoted as saying that he feels like school cares and he now enjoys learning.

Time! more time put aside for the administration of the project, and talking to staff.

Keeping a weekly diary of interventions, outcomes and general thoughts have been crucial in planning next steps.

The £5,000 funds our resources for the interventions, as well as staff training and LBL planning, delivery and evaluation. Initially every Thursday was a “non contact day” unless delivery of interventions was taking place. As part of the funding we also accessed the Psychology and Therapeutic Services Team.

Additional resources such as access to a computer to attend virtual training and networking were required but we already had them in place. We were also able to utilise time in the Thrive/sensory room which was already on site.