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.

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Presentation transcript:

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. High percentage of parents are young single parents with little family support.

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. Issues that impact on attainment

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.

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!

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.

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.

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!)