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Impact of enrichment

  • Project: Behaviour for learning sessions

    • A clear school vision of developing a ‘Love for Learning’ has been embedded where learners fully embrace the behaviour for learning framework and work well within this.

    • Learners routinely use the behaviour for learning language which supports them to make social and emotional progress as well as academic progress.

    • For the large majority of learners, there has been an improvement in social skills and the ability to manage conflict which has led to a reduction in serious incidents at unstructured times.

    • Tracking of ready for learning exits demonstrates a very positive downward trend for example one learner moved from 147 – 5 ready for learning exits in 2 terms.

    • Learners’ relationship with self improves significantly and as a result, learners feel more confident to engage with the curriculum for example, JNW stated ‘I like hard work because it is a challenge’.

    •Learners’ relationship with the curriculum also improves which is reflected in our B4L data.

  • Project: School trips

    • Learners are motivated by school trips and feel empowered as they are given the opportunity to contribute ideas thus increasing their responsibility for their own learning. For example, as part of an art project, learners decided to visit the Tate Modern to see the artist they had been studying.

    • Trips outside school to the theatre for example help to broaden the horizons of our learners and to raise aspirations.

    • Motivation across the curriculum has increased which has impacted positively on learner progress.

    • PASS data shows that all learners are happy to be at school and they tell us that their learning is fun and interesting.

    • Learners are growing in confidence and over time, ‘relationship with self’ improves significantly.
  • Project: Forest school

    • A large investment has been made in forest school and this incentive has helped to engage the most vulnerable and hard to reach learners.

    • Forest school provides additional out of classroom learning opportunities and has helped to broaden horizons.

    • Feedback from learners shows that they enjoy these sessions for example one learner (KMG) ‘I like it that we all feel free and it is enjoyable and entertaining!’ and another KD, ‘We have a chance to learn about cool things that we would never learn normally’.

    • Forest school has supported learners to take risks in their learning which is reflected in our behaviour for learning data.

    • Learner confidence: learners have the freedom, time and space to learn and demonstrate independence.

    • Learner social skills: Learners gained increased awareness of the consequences of their actions on peers through team activities such as sharing tools and participating in play.

    • Learner communication: language development is prompted by the learner’s sensory experiences.

    • Learner motivation: the outdoors motivates learners and they continue to develop a keenness to participate. They have an increased ability to concentrate over longer periods of time.

    • Learner knowledge and understanding: the learners develop an interest in the natural surroundings and respect for the environment.
  • Project: Garden project

    • The school garden project has enthused learners who are keen to make positive contributions to their school community.

    • The Pupil Parliament ran a campaign to name the garden (Green City) and gathered views from all learners. This impacted positively on learner’s self-esteem and provided them with the opportunity to contribute to the development of the school.

    • Learners make links across the curriculum e.g. science, food technology which leads to a depth of understanding.

  • Project: Swimming

    • Weekly swimming lessons have enabled our learners to stay active and to gain a life skill.

    • There has been an increase from 25% to 75% of learners that are able to swim at least 25m.

    • Swimming lessons have reduced stress in learners and have promoted health and wellbeing.

    • Questionnaire data demonstrates that learners feel happy at school.

  • Project: Votes for schools
    • 'Votes for schools’ has helped to further promote British values and has led to increased confidence of learners to explore difficult topics, have open discussions and listen to and respect the views of others. This is evident throughout the curriculum – see lesson obs/leverage leadership

    • ‘Votes for schools’ has provided increased opportunities to investigate moral and ethical issues.

    • It has promoted understanding and respect for diversity and all learners tell us in their questionnaires that they get along well with others from all backgrounds and cultures.

    • Behaviour for learning data also shows that learner empathy improves over time and they are able to show increased compassion and concern for others.

  • Project: Food technology
    • We have seen learners broaden their horizons in terms of attempting new foods and in particular vegetables and salad at lunchtimes and a wider range of fruit at snack time.

    • Our questionnaires tell us that learners feel that the Courtyard helps them to be healthy.

    • Cooking leads to high level of engagement and helps learners to make links across the curriculum e.g. science, D&T and as a result has supported a depth of knowledge.

  • Project: Residential trip
    • An annual residential trip for year 5 and 6 has helped to build resilience, inspire, motivate and challenge our learners and has raised their aspirations. One learner commented ‘I’ve never been to the countryside, or stayed in a mansion’.

    • Learners tell us that it helps to build their confidence and support their achievement.

    • Learners’ ability to take risks in their learning improves for example MWC moving from ‘sometimes’ to ‘always able to take risks in learning’.
  • Project: BMXing
    • Learners have been given the opportunity to take risks in a safe way which has impacted positively on their resilience and has improved their ability to take risks in their learning within the classroom.

    • Learners feel that the sessions keep them healthy with one learner stating, ‘Doing the jumping and the tricks has improved my fitness and that makes me feel incredible. I’ve got skills I don’t know I had before’.

  • Project: Drop days
    • Wonder and fascination is created where learners are eager to engage and questionnaires tell us learners are interested in their learning.

    • Learners gain a depth of understanding about other cultures and religions.

    • Tolerance for others is improved which is evident throughout the school.

    • Behaviour for learning data shows that there is in increase in interest in learning and an improved belief that they can be successful in learning.

    • Learners are placed in mixed groups which provides opportunities to build relationships with learners from other classes. The impact of this is evident during unstructured times and playtimes.

    • Behaviour for learning data shows that the large majority of learners demonstrate an improvement in relationships with others.

  • Project: Rites of passage
    • Opportunities to gain life experiences is reflected in learning for example when learners visited China Town for Chinese New Year and ate a Chinese meal. This experience was reflected in their writing which was detailed and rich.

    • Learners receiving letters in the post has meant that they feel held in mind by Courtyard staff. They tell us in their surveys that they feel valued.

    • Learners being given a learning space of their own with additional resources to meet their need improves their independence which is reflected in their behaviour for learning data.

    • Learners have an increased ability to set themselves goals which has empowered them.

    • Learning about personal hygiene and dental health has improved the learners understanding and has led them to feeding back that the Courtyard helps them to be healthy.

    • Learners as ambassadors has had a significant impact on learner’s sense of self. Data shows that confidence grows and social skills improve. Learners are very proud of their school with one learner stating, ‘This school is impeccable because they help with your learning but also because it is challenging’.

  • Project: Tea parties
    • Our tea parties increase parental engagement. For example during our summer tea part, 80% of parents and carers attended as opposed to 20% 3 years earlier.

    • Local school police officer attends and this has helped to break down barriers.

    • Questionnaires tell us that parents and carers feel confident that the school meets the needs of their child.

    • Questionnaires also tell us that parents feel comfortable to speak to staff about issues concerning their child and feel confident that matters will be followed up effectively.

  • Project: TBAP's got talent
    • The opportunity to perform in front of an audience and receive positive feedback means that learners gain self-confidence which improves their relationship with self as seen in our behaviour for learning data.

    • One learner (DB) stated ‘Now I’ve done that, I can do anything!’

    • As the competition is Trust wide, learners gain a feeling of belonging.

  • Project: Circus skills
    • Circus skills sessions help to improve learner mindfulness and wellbeing.

    • One learner told us, ‘We learner new skills and it helps us manage our strong emotions. Then our learning is better in class’ JNW

    • Our learners tell us on feedback forms that they feel more ‘confident’, ‘energised’ ‘socially aware’ and able to ‘take risks’.

    • 100% of learners reported increased confidence.

    • Learners show vast improvements in collaboration and this is reflected in reduction in conflicts.

  • Project: Lego therapy

    • Our assessments show that there has been an improvement in learners’ receptive language.

    • It has also had a positive impact on verbal expressions by defining terms, describing, comparing and contrasting items and events. This has been reflected in increased access to the curriculum and an improvement in speaking and listening skills.

  • Project: Transition lessons

    • Transition questionnaires show that learners gain confidence as a result of their sessions and feel more prepared to move on to their new provision.

    • The sessions provide an opportunity for learners share their worries and for staff to address any concerns they have about moving on.

    • In the summer of 2017, 3 learners have successfully transitioned into a mainstream secondary school and 1 into an MLD school. • Feedback from mainstream schools is positive.

    • There is a continuity in learning due to the sharing of information and data which supports a smooth transition.

  • Project: Pupil parliament

    • Learners develop an understanding of how citizens can influence decision making through a democratic process. As a result, they show a deep understanding of the process and are able to devise different ways in which learners can contribute for example, naming the school chickens, deciding on additional resources for playtime, improving the range of reading books and changing the breakfast club menu.

    • Learners develop improved ownership of the school and feel influential which in turn improves their relationship with self.

    • Behaviour for learning data shows that learners are more able to take responsibility for their learning.

    • One learners stated, ‘Being on Pupil Parliament was a fun experience and made me feel helpful. We did loads of things to help the school community’. (KD)

  • Project: Transition days

    • Links with secondary schools and transition days have enabled learners to experience the mainstream setting which has raised their aspirations.

    • A proportion of CAPA learners transition successfully into mainstream secondary school – summer 2017: 75%

    • Sessions help to promote emotional security – in his feedback, one learner stated, ‘It’s helped me to worry less about bullying’.

    • Supports strong links with local mainstream schools.