1. Nechells Primary School

2. Our setting. Nechells Primary School is based about a mile from the centre of Birmingham. Nechells Primary School is based about a mile from the centre of Birmingham. We are a one form entry school, which has had large mobility over the last few years. We are a one form entry school, which has had large mobility over the last few years. At present we have 220 children on role. At present we have 220 children on role. We have 20 nationalities and 20 languages represented within our setting. We have 20 nationalities and 20 languages represented within our setting.

3. PATHs History Our school has been teaching PATHs since the pilot in 2008 Our school has been teaching PATHs since the pilot in 2008 We started the project in Reception and Year 1. We started the project in Reception and Year 1. Rolling it out into Year 2 the following academic year. Rolling it out into Year 2 the following academic year. During 2009 we also introduced parent workshops in key stage one. During 2009 we also introduced parent workshops in key stage one. PATHs assemblies, feeling faces and the five steps to problem solving across the whole of the school were also introduced in 2009. PATHs assemblies, feeling faces and the five steps to problem solving across the whole of the school were also introduced in 2009. We have now linked PATHs models into our behaviour policy and code of conduct. We have now linked PATHs models into our behaviour policy and code of conduct.

4. Whole school approach. This academic year we have rolled out the PATHs scheme across the whole school. This academic year we have rolled out the PATHs scheme across the whole school. Key stage two staff were asked before implementing the project and staff feedback was extremely positive. Key stage two staff were asked before implementing the project and staff feedback was extremely positive. All staff in key stage two have been given one day training and top up training since September 2011. All staff in key stage two have been given one day training and top up training since September 2011. As well as training teaching staff, our lunch time supervisors have also received 2 training sessions. As well as training teaching staff, our lunch time supervisors have also received 2 training sessions. Feedback from all staff has been extremely positive. Feedback from all staff has been extremely positive. This is evident in the feedback staff have received when PATHs consultants have been in lessons across the whole school. This is evident in the feedback staff have received when PATHs consultants have been in lessons across the whole school. Our PSHE/ Citizenship policies have been adapted to relate to PATHs. Our PSHE/ Citizenship policies have been adapted to relate to PATHs. Our assemblies now link to all elements of PATHs Our assemblies now link to all elements of PATHs

5. Star of the day This has had the biggest impact in key stage two. This has had the biggest impact in key stage two. Each child is chosen as the star of the day and at the end of their day they receive a compliments sheet. Each child is chosen as the star of the day and at the end of their day they receive a compliments sheet. We have had to teach our children about giving compliments and to begin with they found this difficult. We have had to teach our children about giving compliments and to begin with they found this difficult. They are now able to give insightful compliments and are giving each other compliments without being asked. They are now able to give insightful compliments and are giving each other compliments without being asked. Parents have commented about the compliments sheet and have feedback to us their pleasure at reading positive comments about their child. Parents have commented about the compliments sheet and have feedback to us their pleasure at reading positive comments about their child. The compliments sheet has also been positive for those children who feel that they are not respected by their peers. The compliments sheet has also been positive for those children who feel that they are not respected by their peers.

6. Feelings The feelings faces poster and dictionaries are liked by the children. The feelings faces poster and dictionaries are liked by the children. The colour coding has helped the children to understand all types of feelings. The colour coding has helped the children to understand all types of feelings. It has helped all of the children, regardless of ability, to explain how they are feeling. It has helped all of the children, regardless of ability, to explain how they are feeling. They are extremely functional and we use them in other curriculum areas. They are extremely functional and we use them in other curriculum areas.

7. Lesson The scripted lesson plans are functional and very easy to follow. The scripted lesson plans are functional and very easy to follow. We have had to modify some of the lessons in order for our children to fully access the content. We have had to modify some of the lessons in order for our children to fully access the content. To fit the cultures represented in our setting we have also changed some of the names. To fit the cultures represented in our setting we have also changed some of the names. Lessons tend to be less formal and more about talking and feeling comfortable with the content. Lessons tend to be less formal and more about talking and feeling comfortable with the content.

8. Control poster. The posters are accessible for all of the children. The posters are accessible for all of the children. Our children like that each step is broken down into manageable steps. Our children like that each step is broken down into manageable steps. Through specific teaching of the posters, they understand each step and the reasons for each step. Through specific teaching of the posters, they understand each step and the reasons for each step. The children are able to use the poster when discussing an issue in a PATHs lesson. The children are able to use the poster when discussing an issue in a PATHs lesson.

9. Children’s views! The solutions helps me when I am angry and helps me to reflect on my behaviour – L. The solutions helps me when I am angry and helps me to reflect on my behaviour – L. PATHs shows the kind hearted side of everyone – S. PATHs shows the kind hearted side of everyone – S. It is a great way to express your feelings – M. It is a great way to express your feelings – M. It helps us to understand other people’s feelings – J. It helps us to understand other people’s feelings – J. It helps me with my behaviour around school – R. It helps me with my behaviour around school – R. It helps me to do the right thing – H. It helps me to do the right thing – H. It helps me to reflect – A. It helps me to reflect – A. It helps me to deal with problems outside of school – C. It helps me to deal with problems outside of school – C. It is a great subject – R. It is a great subject – R.

10. Next steps… Our children need to use the steps from the control poster outside of the PATHs lesson. Our children need to use the steps from the control poster outside of the PATHs lesson. All staff within our setting need to model using the control poster more. All staff within our setting need to model using the control poster more. Introduce day books and problem sheets to help children resolve their own problems. Introduce day books and problem sheets to help children resolve their own problems.