Crow Lane JI

1
Crow Lane JIN School
School Effectiveness Service Promoting
Achievement in Schools

• Respect Project

2
Rationale

• During an EMA visit to Crow Lane School, the
  head teacher identified challenging behaviour as
  an area of concern. The following points were
  noted-
• A number of pupils were presenting with
  challenging behaviours
• Challenging behaviour was not restricted to any
  one specific ethnic group
• Pupils did not know how to respond to poor
  behaviour exhibited by others within the class,
  as a result poor behaviour frequently escalated
• The School wanted to introduce a Buddy Scheme and
  a School Council
• This would enable the pupils to become more
  proactive in decision making within the school

3
Is there a role for EMA ?

• Evidence of the onset of underachievement of
  Mixed Heritage children and in particular boys
• Questions raised
• Could the school do anything to change this
  apparent trend?
• Was poor behaviour linked to low self esteem?
• What if any name calling was taking place?
• Were children from some ethnic groups being
  bullied more than others?
• How could the behaviour be modified through
  teaching and the curriculum?
• Would a focus on cultural diversity and respect
  for others result in a respect for self or does
  it work the other way around?
• How can we measure progress?
• How can any positive outcomes be embedded?

4
Data Collection

• I join in and play with other children at school.
• Lots of things at school interest me and are
  about my own culture.
• I always follow the school rules.
• School is safe and calm.
• Teachers and children like to talk to me and get
  on well with me.
• At school I have chances to choose things and do
  new things.
• I am on the school council.
• I would like to be on the school council.
• Some children get bullied in my school.
• Children bully me.
• I work and share with others in my class.
• Other children show a good example of how to
  behave.
• I am good at organising my things in class.
• Adults treat children fairly.
• My parents are happy with my school.

5
Responses to Questionnaire
6
Things to do

• Planning Time was needed to provide the
  opportunity to organise the project-
• Re-write the school timetable for the week
• Produce teacher notes
• Identify, source and organise resources
• Plan the Poetry Workshops for every class
• Arrange opportunities for video showing for each
  class
• Organise assembly times guest speakers, puppet
  group.

7
Books

• Visit to Books met with Myra Woodhead.
• Myra, who was given copies of the planning,
  identified appropriate materials to link in with
  teachers lesson plans.
• The box provided for the Traveller Project
  included-
• A playtrailer, barge ware, Victorian clothing,
  books.
• Every class made use of the resources to link in
  with their scheme of work.

8
Fitting it into the curriculum

• Foundation play barge and a book
• Year 1- trailer booklets
• Year 2 - poetry
• Year 3 drama, Stone Soup
• Year 4 barge ware, spoons and plates
• Year 5 Victorian childhood including the census
  including Travellers and peg dollies
• Year 6 cogs and wheels making Fairground rides

9
Puppet theatre

• Hand To Mouth Puppet Theatre
• Workshop The Good Samaritan
• Talking to Crow Lane children about Traveller
  children

10
Appleby Fair A Different Life

• Shows children from a Gypsy family enjoying a
  level of freedom and responsibility not usually
  experienced by other children the Famous Five
  effect!
• Positive view of Traveller children huge sense
  of community and belonging.
• Messages that can be picked up and discussed at
  various levels
• e.g. children practising skills for adult life, a
  clear sense of where they were going.

11
The Traveller - Sue

• Children very interested and could have sat and
  listened to her all morning.
• How do you have a bath?
• Where do you eat?
• If the canal freezes, how do you break the ice?
• Do you have a TV and how does it work?
• Do you feed the ducks? Long discussions about
  ducks and swans with Reception!

12
Poetry Workshops

• I had half a day with each class.
• The focus was on self-esteem and friendship.
• We started with a writing frame as time was
  short.
• We wrote in a workshop atmosphere sharing ideas
  as we went.
• Because of the areas we were writing about,
  certain issues were bought to our notice, e.g.

13
I am ..

• I am all I see.
• Some flowers
• Sprouting out.
• I am all I hear.
• I can hear the sound of plates
• Smashing on my mums head
• I am all I feel.
• I like to feel
• My cuddly, soft teddy bear
• I am all I taste.
• Warm chocolate .

14
I am all I remember. Weeing on my
sisters head I am all Ive been
taught. How to be good. I am all I
think. I think I should help other
people. I am like my niece but I am a
boy I am the best behaved boy in the class
15
Next Steps

• Negotiate and display behaviour codes
• Review behaviour during circle time
• Further develop the Buddy system
• Encourage new members for the School Council
• School Council to discuss matters arising from
  Circle Time
• Follow up questionnaires to be completed by
  Summer Term
• Good practice from the project to be embedded

16
Feedback

• Staff comments about the week.
• Exciting for pupils to learn about something
  different.
• Creativity should be valued as much as academic
  achievement
• Some excellent high quality resources provided by
  Bev.
• Links with practical activities worked really
  well to provide a variety for the children.
  Loved it.
• Children very, very enthusiastic.
• Fabulous work from all children especially from
  those who do not normally shine in literacy.
• Very proud of work.
• Suited all abilities.
• Enjoyed team work and practical activities.
• Learning through enjoyment.

17
So far

• The Project took place in November 2004.
• Comments by the head teacher at the end of
  January 2005-
• The Buddy scheme is helping pupils to focus on
  talking to and helping others
• There has been a vast improvement in the way in
  which children talk to each other
• The children are reminded of the project when
  being disrespectful to others, this seems to put
  the situation into context for them
• The school behaviour policy has been reviewed in
  terms of respect, anti bullying and anti racism

18
And finally.

• Could we undertake anything like this in our
  school? What might be important for us to find
  out, to address?
• Comments and questions