Whole Child Development
Mapping Project in Western
Europe and North America: The UK (2)
School of Social Science, Education & Social Work,
Queen’s University, Belfast.
Alison MacKenzie, Joanne O’Keeffe & Allen Thurston
Whole Child Development Mapping Project in Western Europe and North America
The UK (2)
Queen’s University, Belfast
Alison MacKenzie
Joanne O’Keeffe
Allen Thurston
Contents
Research Overview 3
Methods 4
Participants 5
Results 5
Implications 8
References 9
Appendices 10
Site Visit Overview
Restorative Practices, University of Edinburgh on behalf of the Scottish Government. Restorative Practices have contributed to significant improvement in key areas of school discipline, and staff and pupil relationships. Restorative practices are now embedded in Scottish educational policy, GIRFEC (Getting it right for every child). An evaluation of restorative practices in Scottish schools was carried out between 2004-6, again in 2007 and 2014. Data was collected using a range of methods, including: Interviews with a range of Local Authorities and school staff; interviews, individual and group, with pupils; school staff surveys; pupil surveys; observation of a range of meetings, activities and lessons.
Centre for Evidence and Social Innovation (CESI), Queen’s University, Belfast, Northern Ireland, Innovation Zones in the Shankhill and Colin areas of Belfast. This is new research that is developing organically with local partnerships in the Shankill and Colin areas of West Belfast, areas of stark working class (protestant) disadvantage, with three of the top five lowest performing educational wards. One of the aims of the innovation research is to have a conversation with every child and young person (26,000) about their aspirations for themselves, their family and their community, now, in the medium term and in the long term, twenty-five years. To date thirty conversations have been recorded. There is no analysis yet of the data.
Tees Valley Partnership. This is an area of long standing underachievement of disadvantaged and vulnerable children and young people. However, some schools, despite multiple deprivation, are achieving excellent outcomes. Data was collected from 30 primary schools and 30% of secondary and special schools in the Teesside area, in the NE of England. Open ended interviews from senior leaders, staff and parents (Phase 1, Nov 2015-Feb 2016, 15 schools). School research visits (Phase 2, Mar-Jul, 2016, 30 primary schools). Testing research findings in other schools (Phase 3, Sep 2016). Interview template comprised contextual school data, including performance data, interview sections, and survey of programmes used to obtain high achievement for all groups of pupils.
St Bernard’s Primary School. New build school (8 years’ old) for about 350 pupils in the Nitshill area, one of the most socially deprived areas of Glasgow based on the Scottish Index of Multiple Deprivation (SIMD), the main source for measuring relative deprivation. Nitshill is ranked 4th in Scotland (2016), and located in the 5% most deprived area[1]. 17% of children live in poverty in South Nitshill and Darnley. The school is in receipt of a Pupil Equity Fund of £220,000, one of the highest allocations in Scotland, and the third highest in Glasgow City Council. This is based on pupils known to be eligible for free school meals.
CCEA (Council for the Curriculum, Examinations and Assessment), Belfast, Northern Ireland. Evaluations of curriculum are based on ETI (Education and Training and Inspectorate) reports and curriculum reviews. Evaluations are based on performance levels (‘outstanding’ to ‘requiring urgent attention’); quantitative levels (‘Almost all’ – more than 90% to ‘A very few’- less than 10%); and overall effectiveness (4 outcomes from ‘organisation has high level of capacity for improvement in the interests of all learners’ to ‘The organisation needs to address urgently the significant areas for improvement…’)[2].
Dominican @ Early Years preschool playgroup, Newry, Northern Ireland. Situated in one of the most socially and economically deprived areas of the city and in NI according to the Northern Ireland Multiple Deprivation Measure[3]. The ward in which it is situated is ranked 763/5022 for MDM in NI.
Methods
We conducted interviews with participants of each organisation. We were able to observe the work of St Bernard’s Primary School in Glasgow and Dominican Early Years preschool playgroup in Newry. The interviews were recorded and transcribed with the consent of the interviewees. The interview schedule (see Appendix A) was based on the three research questions posed by AIR. The same questions were put to each participant but follow-up questions focused on the specific content of what each interviewee discussed about the aims, goals, vision and challenges of their institution.
Participants
Gillean McCluskey, Senior Lecturer, University of Edinburgh, Restorative Practices in Scottish Schools. Member of the ministerial steering group of relationships and behaviour in schools in Scotland. Interview.
Liam O’ Hare, Senior Research Fellow, Centre for Evidence and Social Innovation (CESI) in the Innovations Zones for the Shankhill and Colin areas of Belfast, Northern Ireland. Interview.
Maria Cockerill, Assistant Director for the Transforming Tees project based in the Tees Valley, North East England. Interview.
Margaret Winters, Headteacher, St Bernard’s Primary School, Glasgow, Scotland. Interview. Classes P1-P7. Tour of the school.
Sean MacNia, Kathryn Gilbert, and Judith Morgan, CCEA, Belfast, Northern Ireland. Interview.
Patricia Cunningham, MBE, Playgroup Leader of Dominican @ Early Years preschool playgroup, Newry, Northern Ireland. Interview. Tour of the Playgroup and observations of children at play.
Results
Restorative Practices: Research (2004-2006 and 2008) into restorative practices looked at ways of reducing poor behaviour by building a positive school community by:
· promoting good relationships between pupils
· using lessons to look at how to deal with arguments
· ethos building
· using positive language
There is evidence of transformation of thinking and practice in some schools and significant change across all the schools in the pilot councils in which the research took place, albeit at varying pace and with resistance to a greater or less extent. Enthusiasm and commitment was apparent in all the schools and councils involved in the pilot research. Children are talking in a different way about their experiences in school, and feel more confident about themselves. Coordinators work with parents and schools in a restorative way.
Innovation zones in West Belfast: the research is still in its infancy. It is unique in its design and very ambitious. This is a 25-year project, involving every young person in the community on their aims and aspirations, and on what they would like for their communities. This is community based learning. The research is supported by Queen’s University Belfast so all concerned have access to training, staffing, technological support, materials, expert assistance, and administration. In order to ensure their success, the design and evaluation of all the programmes will be based on evidence. The programme is working below capacity.
Tees Valley Partnership: Research into the effectiveness of is ongoing. However, seven key drivers have emerged, the most important of which is the practice of 1. Equity. The research has shown that schools that follow an equity driven model achieve good results. Other practices, in no order of priority, are: 2. Non-negotiable expectations about the performance of all pupils and adults; 3. Intelligent analysis and accountability protocols that drive constant review of provision and focus on interventions; 4. Professional improvement culture that invest substantial resources in teacher and staff development; 5. A culture of shared accountability for pupils’ achievements; 6.licensed autonomy that celebrates staff expertise and encourages innovation; and 7. High investment in familial support and engagement, especially for the most vulnerable.
The research findings show that these seven key drivers, in combination, are effective in delivering high achievement for disadvantaged pupils. There is very strong evidence that schools which follow the practices identified as the key drivers of educational achievement can significantly reduce disadvantage. The partnership has a number of case studies which demonstrate this success.
St Bernard’s: The pupil equity fund has enabled the Headteacher to act autonomously in selecting outside agencies who can best help disadvantaged children and parents in community in which the school serves. In order to address the WCD as comprehensively as possible, the school uses PATHS, which promotes emotional and social competencies, and aims to reduce aggression and behavior problems in primary school-aged children. Parents are often put in touch with Children 1st, who provide hands-on support to families under stress caused by poverty, poor mental health, alcohol or drug misuse, loss or conflict. The charity helps families to nurture their children, particularly in their earliest years. The other source of assistance is Barnardo’s who work with the most disadvantaged children, young people, families and communities to help ensure that every child has the best possible start in life. They also offer parental support services to provide assistance in the early years of a child's life. This is also a nurture school, an initiative supported by Glasgow City Council, which has implemented an early intervention strategy resulting in the creation of 68 nurture groups across the city. Nurture schools are focused on understanding attachment and early development; relationships and adults modelling; social and emotional growth and language and the six Nurture Principles.
1. Children's learning is understood developmentally
2. The classroom offers a safe base
3. The importance of nurture for the development of wellbeing
4. Language is a vital means of communication
5. All behaviour is communication
6. The importance of transition in children's lives
The school is at full capacity and though only 8 years’ old, the building is too small.
CCEA: The health and wellbeing of each pupil is paramount and is embedded across the curriculum and is assessed by ETI (Education and Training Inspectorate). Curriculum review is currently underway. The ETI will use a framework effective from January 2017 on: Outcomes for Learners, Quality of Provision, and leadership and Management. Governance, Care and Safeguarding. CCEA tries to keep abreast with developments in health, sciences, sexual health, digital learning, and so on, but the challenge is to incorporate these successfully into the curriculum and in a way that enable teachers to feel confident about delivering the curriculum. Teachers are also overworked and weary of continual curricular reform and the pressure to address all societal ills and developments.
Dominican Playgroup. This Playgroup has achieved ‘Outstanding’ in its ETI and Social Services reports. Children feel secure, happy, and engaged. They love coming to the playgroup. Parents also regard it as highly inclusive. In the history of the Playgroup, every child identified as having special educational needs (SEN) has gone into and remained in mainstream education – this is unusual. The focus is on the child, her needs, skills, talents, potential, not the label attached to the child. The staff are highly qualified and the Playgroup is well resourced, but funding is a serious problem. Unlike the statutory sector, voluntary Playgroups receive their income one month in arrears. Staff have to fundraise for any additional resources the Playgroup needs. There is no desire to expand the Playgroup. Twenty-four children is ideal because staff can attend very closely to their needs. Their approach covers all 8 WCDs.
Implications
Dealing with poverty and disadvantage is complex and requires multiple approaches as research from these sites demonstrate. A single programme alone will not work but needs a combination of innovative, child and parent focused, evidence based approaches, across multi-agencies. GIRFEC[4] (Getting it right for every child) in Scotland is a good example of how multiagency working can help palliate disadvantage and promote the health and wellbeing of all children and young people in Scotland. The Children and Young People (Scotland) Act 2014, states that GIRFEC aims to put the best interest of the child or young people at the heart of decision making; takes a holistic approach to the wellbeing of the child and young person; advocates preventative work and early intervention; builds on developing strong universal services. It is also clear that improving the wellbeing of children and young people should be, and is increasingly based on, evidence based research. Social and emotional learning, nurturing practices, whole child development, treating children and young people with dignity and respect, and good leadership, are all critical. However, improvements are more likely to be achieved when approaches are embedded into routine educational practices, supported by professional development and training for staff, and staff are committed to the programmes, as research from, for example, The Tees Valley Partnership, has indicated. What also seems critical is that for any initiative to be successful those whom it will impact should be consulted, as work in the Innovation Zones in West Belfast demonstrates, in language that is positive and respectful, as Restorative Practices in Scotland have made clear, and the approaches of St Bernard’s and Dominican Playgroup amply attest.
References
ETI (2016) Chief Inspector’s Report, 2014-2016. Available at: https://www.etini.gov.uk/publications/chief-inspectors-report-2014-2016
Kane, J., Lloyd, G., McCluskey, G., Riddell, S., Stead, J. and Weedon, E. (2007) Restorative Practices in Three Scottish Councils: Final Report of the Evaluation of the First Two Years of the Pilot Projects 2004 – 2006 Edinburgh: Scottish Government.
Lloyd, G. (2006) International institute of restorative practices. Availabile at: https://www.iirp.edu/eforum-archive/4355-restorative-approaches-in-scottish-schools-transformations-and-challenges
Lloyd, G. and McCluskey, G. (2009) Restorative Practice Pilots and Approaches in Scotland - Follow Up Edinburgh: Scottish Government.
McCluskey, G (2014) Restorative Approaches in education: are we nearly there yet? Practitioner survey. CREID, University of Edinburgh.
The Nurture Group Network. Available at: https://nurturegroups.org/introducing-nurture/six-principles-nurture
Grieveson, T., Cockerill, M. and Bingham, S. (2017) Tees Valley Partnership, Transforming Tees, High Achievement Review Handbook. Available at: http://www.transformingtees.org/documents/high-achievement-review-handbook
Grieveson, T., Cockerill, M. and Bingham, S. (2017) Strand 1: High Achievement for All. Tackling the Longstanding Underachievement and its Consequences, for Disadvantaged Children and Young People in the Tees Valley. Findings from the Research Project in Tees Valley Schools, (October 2015-Januray 2017). Available at: http://www.transformingtees.org/documents/high-achievement-for-all-research-findings