Teachers and schools who have used VisionWorks schemes of work report significant improvement in emotional wellbeing, behaviour and attendance. Here are some case studies.
The Sutton Trust and EEF toolkit is based on extensive evidence and shows that Social and Emotional Learning interventions have an identifiable and significant impact. The toolkit is a guide to Heads on effective means of spending the pupil premium.
Henbury School, Bristol case study 2008 – ongoing
This inner city comprehensive introduced VisionWorks for Y7 in January 2008, and rolled it out for Y8 and Y9 during the next two years. It’s OK Being Me is taught during 20 minute tutor registration periods once or twice a week. At a regular feedback session, students reported that the programme helped them to get to know each other better, and that they “enjoy the calm after manic lunch times”.
Springfields School, Wiltshire case study 2005 – 2010
“Ofsted has graded my school as Outstanding and one contributory factor towards this is the use of this wonderful EI programme. Our pupils are showing real empathy and tolerance towards each other for the first time.”
Trystan Williams, Headteacher
In November 2007 Ofsted rated Springfields School as Outstanding and cited their Emotional Intelligence teaching and learning (VisionWorks) as a key element in this achievement.
On the 2-year path to ‘Outstanding’ Ofsted rating, Springfields School put in place 3 changes:
- One-third turnover of staff to encourage greater emotional intelligence
- Restructured curriculum to increase emphasis on core curriculum subjects, introducing a day a week for students to be taught outside the classroom at Cotswold Water Park, plus a 1pm finish on Friday.
- Delivery of VisionWorks emotional intelligence programme, facilitated by care staff in 45 minutes sessions every week.
- Within the first year physical intervention was reduced by 84%.
Calm talk, distraction and more emotionally intelligent methods of dealing with behaviour are used.
- Over 2 years attendance improved to 98%.
Students are treated courteously; they want to come to school.
- Rate of exclusions was the highest in the county; today there are none.
- Average number of students who fail to reach the target of 75% for good behaviour and learning has dropped from 12 per week to 2 per week.
Students reported they:
- Are better able to tolerate, help and support each other
- Feel safe to share their feelings and experiences
- Are more aware of how other people are feeling
- Can cope with their feelings better
- Have enjoyed using their imagination and creativity in a group.
The Corsham School, Wiltshire case study 2005 – 2011
“VisionWorks has made a significant contribution to The Corsham School’s outstanding value added measures. We are in the top 3% nationally and VisionWorks has helped by fostering independent learning and encouraging students to take responsibility for their own behaviour.”
Martin Williams, Head Teacher
One of several initiatives to raise standards of pupil welfare and academic performance, VisionWorks was recognised as a vital element in its success. Students at KS3 received one 20-minute VisionWorks session per week.
- A reduction in reported incidents of bad behaviour
- A shift towards more profound and personalised learning
- SSAT’s ‘Individual School Award for Creativity and Enterprise’
- Membership of SSAT’s Value Added Club
- Positive evidence for pupil wellbeing at Ofsted.
2007 GCSE exam results for Year 12 students, the first group exposed to VisionWorks throughout their time at the School, indicate a significant increase in the CVA (Contextual Value-Added) score for KS2 to KS4.
In March 2009 The Corsham School was rated outstanding by Ofsted. The school was given Grade 1 for Personal development and wellbeing.
The report tells us “Students are open, friendly, welcoming to visitors and excellent ambassadors for their school. They develop exceedingly well spiritually, morally, socially and culturally, as exhibited by their thoughtful responses in discussions and their considerate attitudes towards each other and adults. Racial intolerance and bullying are rare. “
Student evaluations indicated that VisionWorks effectively engaged them in reflecting on their feelings and developing their ability to handle stressful and difficult social issues. 95% of Year 7 students reported that VisionWorks helped them make friends and recognise and deal with their feelings.
Springfields Emotional Literacy Centre case study 2009 – ongoing
In July 2009 students, parents and teachers celebrated the results of the first year of a pioneering project at Springfields School in Calne, Wiltshire in partnership with VisionWorks.
KS3 students from various schools in North Wiltshire who spent a day a week at the Centre for Emotional Literacy confirmed that their lives had turned around. Their attendance at school improved in over 90% of cases, and the number of fixed-term exclusions dropped conclusively for each student.
In addition, pupils said that:
(results from Professor Harry Daniels of University of Bath who appraised the project)