J Rose

Ready for Reception? The advantages and disadvantages of single-point entry to school

This paper arose out of a research brief undertaken for a UK local education authority that is currently considering the option of introducing a policy of single‐point entry for Reception children. This increasing trend has particular significance in the light of dramatic changes in the early years sector, not least the proposals for a new Early Years Foundation Stage curriculum (EYFS). It seems timely to revisit, again, the contentious issue of school starting age in the UK, notably the prevalence of 4‐year‐olds in Reception classes. The paper reviews much of the literature on school starting age, along with related research, and evaluates the findings in the light of the current context. It would seem that an early start to education does appear to be beneficial for young children, but the age at which they start may have potentially negative consequences if they are placed in an environment that is not suited to their developmental needs. The question is not so much ‘Are 4‐year‐olds ready for school?’, but ‘Is the school ready for 4‐year‐olds?’.

Attachment Aware Schools: An Alternative to Behaviourism in Supporting Children’s Behaviour?

The behaviourist paradigm is strongly engrained in English schools and much of the educational world (Harold & Corcoran, 2013; Hart, 2010). Current government policies (Department for Education, 2014a, 2014b, 2014c) and a school inspectorate system (Ofsted, 2014a) that explicitly endorse behaviourist principles have combined to reinforce a traditional view that children’s behaviour should be managed through a system of sanctions and rewards in order to improve their classroom performance and promote pro-social behaviour. It is fair to say that such a system can work…for most of the children, for most of the time. But what happens when it does not work?

Attachment Aware Schools: working with families to enhance parental engagement and home-school relationships

Background:- Application of attachment theory in school contexts lacks empirical evidence. The Attachment Aware Schools pilot project was commissioned by two Local Authorities in England to improve the educational outcomes of Looked After Children, and to build an evidence base. Informed by attachment research, Attachment Aware Schools programs provide a coherent and integrated theoretical framework, discourse, and practice for all practitioners working with children and young people. Objective:- The primary focus was to provide whole school and targeted attachment-based strategies to support children’s well-being, behaviour, and academic attainment. This paper; however, documents a secondary objective, which was to facilitate collaborative partnerships with families. Method:- As part of the mixed methods approach to the Attachment Aware Schools project, a series of case studies were collected and thematically coded. The case studies were generated by practitioners using an outcomes-based framework. Results:- Although the case study sample size is small (N=10), the case studies presented here illustrate how Attachment Aware Schools programs can promote increased home-school engagement and shared practice between home and school. Outcomes include improved home-school relationships, reductions in behavioral incidents, and improved family dynamics. Conclusion:- Attachment Aware Schools can be a vehicle for facilitating supportive home-school collaborative partnerships with positive outcomes for vulnerable children and young people.

The Introduction of Emotion Coaching as a Whole School Approach in a Primary Specialist Social Emotional and Mental Health Setting: Positive Outcomes for All

Background : This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach. Objective : This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools. Method : A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gained via interviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior. Results : Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupil relationships. Family-school relationships were supported by the school’s use of and modeling of Emotion Coaching with families and the ethos of attunement and non-judgemental interactions implicit in Emotion Coaching. Emotion Coaching promoted an increase in shared emotional language and trust. Shared emotional language and trust were key in the development of both teacher-pupil and family-school relationships. There was an improvement in well-being in that: rates of pupil restraint decreased, pupils made better than expected academic progress, staff absenteeism reduced, and families reported improved family life. Conclusion : We conclude that Emotion Coaching contributes to the promotion of sustainable, holistic improvement in wellbeing for pupils, school staff, and families.

New resources focusing on attachment issues in school

A set of training materials for teachers, school leaders and governors have been published as part pf a new programme to raise awareness of the practical implications of attachment issues in schools.