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PATHS at WYCHALL PRIMARY SCHOOL

PATHS at WYCHALL PRIMARY SCHOOL. Context. Serves two estates with high deprivation Free school meals just under 70% Base line on entry very low e.g. CLL 80% of children are at least 1 age related band below, 60% 2 age bands.

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PATHS at WYCHALL PRIMARY SCHOOL

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  1. PATHS at WYCHALL PRIMARY SCHOOL

  2. Context • Serves two estates with high deprivation • Free school meals just under 70% • Base line on entry very low e.g. CLL 80% of children are at least 1 age related band below, 60% 2 age bands. • High percentage of parents are young single parents with little family support.

  3. Issues that impact on attainment Adults: Poor basic skills, housing issues, ill health, substance abuse, poor social cohesion, low aspiration. Families: Family breakdown, debt, little extended family support, lack of positive parenting models. Frequent confusion as to who is in charge! Children: Anxious, lack confidence, low self worth/esteem, low resilience to challenge. Physically unprepared, for learning.

  4. Key issues prior to PATHS • Seal in place, having little impact. • Playground behaviour in Early Years and Key Stage 1 was a real issue. • Children unable to articulate their feelings and experiences. • Parental engagement ‘patchy’. Many lacked confidence in their own ability to parent.

  5. Why has PATHS been so effective? • Very direct, non abstract approach to teaching concepts (nothing is left to the imagination!) • Programme caters for all learning styles - visual, aural and kinaesthetic and fits in well with our cross curricular approaches. • Holistic in approach i.e. the programme tackles self esteem, emotional literacy and relationships together, not in isolation. • The clear structure has meant that it has been easier to ensure consistency across school. • Very clear messages to parents and a requirement for them to play a role in supporting the programme. • Impacted on the teaching style of some colleagues – teachers also have feelings!

  6. Key issues • We all found it incredibly difficult to start with! • Programme uncovered more serious difficulties within some families. • Have to take a flexible approach and consider the experience and maturity of the children. • Initial investment was essential in terms of time, training. Everyone has to be on board.

  7. IMPACT to DATE • Standards: combined CLL & PSED rose from 24% to 49% PSED from58% to 72% over three years. • Behaviour on the playgrounds is good, incidents are now rare occurrence. • Well embedded in school, children using strategies independently. • Many parents are using PATHS strategies and language. These strategies are being used at home.

  8. Next steps • This year we have begun to introduce the PATHS programme across Key Stage 2. • Looking at sustainability in terms of training new staff • Monitor the impact longer term, in particular our current Year 3 who have had 3years experience (it shows!)

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