Arena Academy - Birmingham

Arena Academy opted for the intervention of one-to-one Life Coaching sessions only, as their timetable, including after school, didn’t allow for whole class/group coaching.

All students made vast improvements all-round – that is, behaviour for learning, attitude to learning, self-confidence, self-respect, self-control, self-belief, relationships with others and mindset regarding their own ability, their reaction to adults/peers and their reaction towards different situations.

 

Overview from the school – Head of Year

The project has been a major success, all the boys have reduced their amount of sanctions drastically and are having a better school experience. Relationships with staff and peers have improved and all the boys involved have given the project a glowing report.

 

Recommendations from the school

Further staff and parental engagement in the project to get an even more holistic summary of how the project has impacted the pupils.

Queens Park Community School - London

Impact Summary

The project has been a major success, all the students bar one have reduced their amount of sanctions drastically and are having a better school experience. Relationships with staff and peers have improved and for the most part those involved have given the project a glowing report and have thoroughly enjoyed taking part. Students have definitely understood the benefit of partaking in the project and how it can develop them as young people

Students have become far more reflective and in doing so have developed the skills requirement to continue to be more reflective within themselves, their actions and how to deal with different situations

One student in particular, has made a huge improvement in his ability to articulate his feelings and the reasons behind his anger. This intervention has been good for all the young people. They have been talking about it and we are really concerned about ensuring they get the work in. I am really impressed with how it has helped them.

Recommendations

Further staff engagement in the project to get an even more holistic summary of how the project has impacted the pupils, better staff awareness and so that students are aware that teachers are aware of their involvement and engagement within the project. 

It would be great if we could get a member of staff trained up to deliver the project in order to maintain the project within the school thus impacting a larger student cohort over the course of time.

I think it has been good for them. They have been talking about it and been really concerned about ensuring they get the work in. I am really impressed with how it has helped them. JG was even so worried about ensuring his coursework was in when he was excluded that he got mum to call me to see if she could bring it in!

JOI – has not been excluded since 26th March. He has had a vast improvement in behaviour inside of school. He really thinks that we believe in him and care which has helped develop his self-worth….he has little self-worth and doesn’t think people care about him or love him. However, I must admit he has seemed far more determined since starting the programme and his points have dramatically decreased. He has not been in internal exclusion since he began the programme

JG – He has received far less points, on the whole has shown far more respect and control of his emotions. He has been exceptionally concerned about ensuring he gets to do the programme and never wants to miss any of the sessions. He has been very anxious to ensure the work is completed which has given him motivation and self-worth that I think he was missing before. JG has taken pride in his course book and has even showed me it on a few occasions (I didn’t even ask to see it!)

JI – I have seen a marked improvement in his behaviour. He has shown a real improvement in his focus and attention in lessons and in his interactions with staff and peers. He has demonstrated a positive mind-set and seems to have a much greater understanding of the consequences of his actions which has resulted in him being in fewer detentions and building a more positive relationship with teachers in his lessons. 


OO –  Although I have seen an improvement in OO’s behaviour, this is by no means consistent. There has been a change in his maturity regarding his reaction to points and the use of the behaviour system. He can often speak about his poor behaviour in a flippant manner as if he does not understand the severity/ implications for his future. The biggest improvement with OO has been his ability to articulate his feeling and the reasons behind his anger

St Thomas the Apostle College - London

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