Nechells Primary Nechells Primary SchoolSchool

Our setting.Our setting.

Nechells Primary School is based about a Nechells Primary School is based about a mile from the centre of Birmingham.mile from the centre of Birmingham.

We are a one form entry school, which has We are a one form entry school, which has had large mobility over the last few years. 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 We have 20 nationalities and 20

languages represented within our setting.languages represented within our setting.

PATHs HistoryPATHs History Our school has been teaching PATHs since the Our school has been teaching PATHs since the

pilot in 2008pilot 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 Rolling it out into Year 2 the following academic

year. year. During 2009 we also introduced parent During 2009 we also introduced parent

workshops in key stage one.workshops in key stage one. PATHs assemblies, feeling faces and the five PATHs assemblies, feeling faces and the five

steps to problem solving across the whole of the steps to problem solving across the whole of the school were also introduced in 2009. school were also introduced in 2009.

We have now linked PATHs models into our We have now linked PATHs models into our behaviour policy and code of conduct. behaviour policy and code of conduct.

Whole school approach. Whole school approach. This academic year we have rolled out the PATHs scheme This academic year we have rolled out the PATHs scheme

across the whole school.across the whole school. Key stage two staff were asked before implementing the Key stage two staff were asked before implementing the

project and staff feedback was extremely positive. project and staff feedback was extremely positive. All staff in key stage two have been given one day training All staff in key stage two have been given one day training

and top up training since September 2011. and top up training since September 2011. As well as training teaching staff, our lunch time As well as training teaching staff, our lunch time

supervisors have also received 2 training sessions.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 This is evident in the feedback staff have received when

PATHs consultants have been in lessons across the whole PATHs consultants have been in lessons across the whole school. school.

Our PSHE/ Citizenship policies have been adapted to relate Our PSHE/ Citizenship policies have been adapted to relate to PATHs.to PATHs.

Our assemblies now link to all elements of PATHsOur assemblies now link to all elements of PATHs

Star of the dayStar 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 Each child is chosen as the star of the day and at the

end of their day they receive a compliments sheet.end of their day they receive a compliments sheet. We have had to teach our children about giving We have had to teach our children about giving

compliments and to begin with they found this compliments and to begin with they found this difficult.difficult.

They are now able to give insightful compliments and They are now able to give insightful compliments and are giving each other compliments without being are giving each other compliments without being asked.asked.

Parents have commented about the compliments Parents have commented about the compliments sheet and have feedback to us their pleasure at sheet and have feedback to us their pleasure at reading positive comments about their child. reading positive comments about their child.

The compliments sheet has also been positive for The compliments sheet has also been positive for those children who feel that they are not respected those children who feel that they are not respected by their peers. by their peers.

Feelings Feelings

The feelings faces poster and The feelings faces poster and dictionaries are liked by the children. dictionaries are liked by the children.

The colour coding has helped the The colour coding has helped the children to understand all types of children to understand all types of feelings. feelings.

It has helped all of the children, It has helped all of the children, regardless of ability, to explain how regardless of ability, to explain how they are feeling. they are feeling.

They are extremely functional and we They are extremely functional and we use them in other curriculum areas. use them in other curriculum areas.

LessonLesson

The scripted lesson plans are functional and The scripted lesson plans are functional and very easy to follow. very easy to follow.

We have had to modify some of the lessons We have had to modify some of the lessons in order for our children to fully access the in order for our children to fully access the content. content.

To fit the cultures represented in our setting To fit the cultures represented in our setting we have also changed some of the names.we have also changed some of the names.

Lessons tend to be less formal and more Lessons tend to be less formal and more about talking and feeling comfortable with about talking and feeling comfortable with the content. the content.

Control poster.Control poster.

The posters are accessible for all of the The posters are accessible for all of the children.children.

Our children like that each step is broken Our children like that each step is broken down into manageable steps.down into manageable steps.

Through specific teaching of the posters, Through specific teaching of the posters, they understand each step and the they understand each step and the reasons for each step. reasons for each step.

The children are able to use the poster The children are able to use the poster when discussing an issue in a PATHs when discussing an issue in a PATHs lesson. lesson.

Children’s views!Children’s views! The solutions helps me when I am angry and The solutions helps me when I am angry and

helps me to reflect on my behaviour – L.helps me to reflect on my behaviour – L. PATHs shows the kind hearted side of everyone – PATHs shows the kind hearted side of everyone –

S.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 – It helps us to understand other people’s feelings –

J.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 It helps me to deal with problems outside of

school – C.school – C. It is a great subject – R.It is a great subject – R.

Next steps…Next steps…

Our children need to use the steps Our children need to use the steps from the control poster outside of the from the control poster outside of the PATHs lesson.PATHs lesson.

All staff within our setting need to All staff within our setting need to model using the control poster more. model using the control poster more.

Introduce day books and problem Introduce day books and problem sheets to help children resolve their sheets to help children resolve their own problems. own problems.