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1、RAISE The RAISE theme: Personal, Social and Emotional Development of learners through values and environmental Education.Participating schoolsMonnow Primary School (Lead School)Clytha PrimaryCrindau PrimarySt Woolos PrimaryMalpas Court PrimarySt Michaels PrimaryGaer JuniorMillbrook PrimaryCaldicot W
2、est End Infant Cadiot Green Lane JuniorGeorge Street Primary Padre Pio RC PrimaryBlenheim Road PrimaryHollybush PrimaryCoed eva Primary The Rationale The aim was to develop the emotional intelligence and social skills of disaffected learners through a values education and environmental approach.The
3、groups involved utilised the grant to work with targeted groups of learners who were Looked After Children, learners with low confidence and poor regard, underachievers and poor attendees with the aim of raising self esteem and improving attitudes to learning. Learners were organised into groups und
4、ertaking environmental and values education activities.Part of the funding was used to ensure that specific training was put in place for staff which ensured that their skill levels were greatly improved. This element of the project was designed to be sustainable beyond the life of the RAISE project
5、 and ensure similar projects will be taken in the future.The ProjectThe aim of the project was to work alongside multi agencies to support targeted groups of learners with the aim of raising self esteem and improving attitudes to learning. Schools worked with Community First Officers, Looked after c
6、hildren departments, Preventative Services, Forestry Commission, Community Police Officers(PACT) and Social Services.Two projects were developed to support the rationale:Forest SchoolForest School is an innovative educational approach to outdoor play and learning. The philosophy of Forest Schools is
7、 to encourage and inspire individuals of any age through positive outdoor experiences. By participating in engaging, motivating and achievable tasks and activities in a woodland environment each participant has an opportunity to develop intrinsic motivation, sound emotional and social skills. These,
8、 through self awareness can be developed to reach personal potential.Social and Emotional Aspects of Learning (SEAL)This resource aims to develop the underpinning qualities and skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of lear
9、ning: self-awareness, managing feelings, motivation, empathy and social skills. The materials help children develop skills such as understanding anothers point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries. They build on effective wo
10、rk already in place in the many primary schools who pay systematic attention to the social and emotional aspects of learning through whole-school ethos, initiatives such as circle time or buddy schemes, and the taught personal, social and health education (PSE) and Citizenship curriculum. The Profes
11、sional Learning CommunityThe schools involved in the project formed a professional learning community (PLC) which comprised of two powerful groups of professionals. The aim of the PLC was to expand an effective professional learning community with the capacity to promote and sustain the learning of
12、all professionals in school, with the collective purpose of enhancing pupil learning. It was decided that the groups would focus on Forest School and SEAL to support learners social, personal and emotional development.The Purpose of the PLC Louise Stoll (2004)Professional Learning CommunityWorking t
13、owards sustainabilityEnsuring supportive structuresCreating and transferring knowledgeOffering learning opportunitiesGrowing a learning cultureNurturing trust and relationshipsMaking connectionsPromoting inquiry mindednessThe schools involved shared good practice with cross authority training and ne
14、tworking. Resources were developed and shared across authorities and staff were trained to deliver Forest school and SEAL. Through regular monitoring evaluating and reviewing Forest SchoolSchools undertaking Forest School established out door learning facilities for general use across the school inc
15、orporating wildlife habitat areas, teaching areas and log circles.Outcomes- Increased well being of all children; - Increased confidence in class and whole school situations;- Increased confidence with peers and teachers;- Children experienced new activities to enhance learning;- Significant improve
16、ment in behaviour towards one another;- Learners to work collaboratively; - A wiliness to engage in the curriculum.OutputsParticipating schools regularly networked and visited schools to further develop staff expertise and resources. Staff shared good practice and learners had access to various site
17、s to further enhance their learning experiences. Forest school leaders presented to staff to engage all members of the learning community. Resources and expertise were shared between participating schools. SEALSchools undertaking the initiative to promote well being through the SEAL resource targete
18、d learners in an attempt to develop areas such as confidence, behaviour, attendance and self esteem. Disaffected learners were correctly identified and small group intervention took place. Outcomes- Significant improvement in behaviour of identified children;- Significant improvement in attitude tow
19、ards learning;- A marked improvement in self esteem;- Improvement in childrens academic achievement; - Improvement in attendance;- A significant improvement in behaviour at home;- Improved level of staff expertise in small group intervention for vulnerable children.OutputsSchools established groups
20、of teachers with a specific focus on well being. A team was lead by members of the senior leadership team but had both teachers and teaching assistants in its membership. Schools met regularly to discuss and share resources and experiences. Participating schools undertook assessment in order to asse
21、ss emotional intelligence.In general the overall outcomes for both forest school and SEAL projects indicated that learners:- Developed PSE skills with significant impact on behaviour and promoted positive attitudes to learning- improved self esteem- improved academic achievement- improved attendance
22、- improved attitudes to learning across the curriculum- improved behaviour Monitoring and Evaluation ProcessLearners completed a baseline assessment to determine social emotional needs, the majority of schools selected NFER emotional intelligence testing was seen to be the best vehicle to ensure acc
23、urate data. Levels of involvement and well being were also measured in class room observations where behaviour logs were completed to observe how children behaved in class and at play. Groups and individuals identified included groups and individual of mixed ability, mixed sex with low self esteem,
24、confidence an d poor attitude to learning.Port folios of evidence were compiled containing samples of learning outcomes, annotated photographs, attendance records and assessment data. Teachers were asked to write brief reports on aspects of the childs well being, social competence and eagerness to t
25、ry new experiences. Small groups of SEAL activities with the lead focus being team work, collaboration, empathy and confidence building. Adults running the activity kept observation records of small group nurture activities in a forest school environment were monitoring by adults working in these gr
26、oups who also kept observation records.Learning reviews were held with adults involved with the target groups where an update and evaluation of the activities undertaken were discussed and the next steps planned for. A review of impact with external agencies was reviewed on the with regard to specif
27、ic children on the Silver SEAL programme. Outcomes are only measurable in relation to nurture groups and evidence is largely anecdotal and qualitative in make up.DisseminationStaff worked with and along side other professionals to share good practice; to share good practices and outcomes with partne
28、r schools within their cluster. Schools disseminated their work to all staff in respective schools so that all colleagues had a good understanding of practices and principles of the programme. Schools worked closely with curriculum improvement advisors for PSE. Two schools piloted the training of me
29、mbers of the advisory service to monitor and evaluate SEAL across the authority. They used exemplar practices to further develop SEAL programmes throughout the Consortium.Main Findings of EvaluationSchools have valued working collaboratively through a professional learning community to further under
30、stand the link between poverty and learners under achievement. In order to develop effective learners children have had to overcome shortcomings of social and emotional skills. Both projects have provided nurturing environments where children have been able to feel valued, thus raising their self es
31、teem and confidence. Emphatic staff have worked with the most vulnerable learners to build relationships and develop emotional intelligence in a variety of situations from the class room to the playground.Finndings- The development of well trained and confident staff who are able to intervene and gu
32、ide learners with confidence;- The provision of a consistent, positive approach, routines and strategies to support vulnerable learners;- The necessity of small group intervention enabling learners to have “A Voice”;- The need for schools to adapt their environment/curriculum to cater for the changi
33、ng needs of learners;Case StudiesNumber 1Child A joined the school in September 2009 with a reputation for presenting challenging behaviour. He settled quickly into school and there were no problems during Autumn term 2009.In January 2010 the whole school transferred to another school (the school wh
34、ere the child had previously attended). Child A began to present poor behaviour and signs of low self esteem, he was unable/unwilling to discuss any problems that he might have, preferring to “shut down” and ignore the directions of adults or become very silly. This had a negative impact on his circ
35、le of friends and he was unable to keep friends. He would often tell lies, very successfully, in order to avoid consequences. Child A has taken part in group SEAL sessions and in particular the “Listening Lamb” activity has enable the child to build a trust with the members of staff and other learne
36、rs in the group.Child A is willing to share experiences or thoughts within the security offered by the group. He appeared to appreciate the security of the group and the sense of belonging.Child A then became confident enough to disclose information, share feelings as part of the group. He was appre
37、ciative of the rule that “what is shared within the group stays in the group” (unless someone is likely to be hurt). The key worker targeted “making mistakes” building up the tools A would need in order to accept himself for who he is.Records of incidents involving A were kept. It was noted that he
38、told lies and was unable to accept responsibility for his actions. Meeting were held between the class teacher and his mother and sometimes involved the Head Teacher and records were kept.Class “behaviour logs” were scrutinised and monitored by the key worker. Evidence of work completed during SEAL
39、sessions were kept and samples of work produced by A in class.Number 2After being part of the nurture group and building a good relationship with me, pupil A joined Web Club this term, and has been keen to voice her opinions and ideas within the club. After joining the club, she soon voiced her opin
40、ion that our school website needs to have a Nurture Group web page. She is currently working on this web page, and seems excited to let everyone know all about it.Pupil B has mentioned a few times that she has discussed Nurture Group with her family. She then enthusiastically tells me about the idea
41、s they have come up with together, such as using lemon peel to dissuade the cats from using our garden as a toilet. Teachers comments:Pupil C has made tremendous progress both with social and emotional aspects of learning which has also impacted on reaching her expected levels in English and Maths.
42、She smiles daily and is becoming more and more inquisitive during class/group/independent research projects.Although pupil D still struggles academically and hasnt reached the expected levels in English and Maths, she has made tremendous progress socially and with self confidence. She now speaks mor
43、e freely during class and group discussions and has the confidence to ask questions to clarify her understanding.Pupil E is much more confident and aware of his own abilities. He questions without prompting and is engaged at all times. He is more confident in group activities, and is willing to take
44、 a more active role.Learners Fs social skills have improved greatly and she is beginning to interact with her peers.Outcomes Achieved by Cohort SEALThe outcomes achieved by learners were significant. The SEAL project is ongoing, the indication being that greater improvements in social and emotional
45、wellbeing will increase steadily year on year. It has been noted that some learners made very small improvements and required a more in-depth amount of time using SEAL. NFER Emotional TestingNumber of Boys 76%Self EsteemPreparedness for LearningAttitudes to TeachersGeneral Work EthicOctober 200941%3
46、4%38%24%July 201056%52%65%68% Cluster Group ANALYSIS %October 2009%July 2010Self Esteem4368Perceived Learning ability6472Self regard5567Preparedness for Learning4563Attitudes to Teachers6775Attitudes to Peers5278General Work Ethic3465Learner Confidence4274Outcomes Achieved by Cohort Forest SchoolFor
47、est SchoolThe outcomes achieved were considerable. The forest School project highlighted that learners: Demonstrate a greater confidence in trying out new things Contributed positively to working in a team Helped and shared with others sharing tasks and tools. Spoke and listened in turn. Worked with and appreciating others. Have something exciting, positive and personal to write / talk about in class. NFER Emotional TestingNumber of Boys 69%Self EsteemPreparedness for LearningAttitudes to TeachersGeneral Work EthicOctober 200943%44%42%32%Jul