Coleg Cymunedol Y Dderwen P E R M

Coleg Cymunedol Y Dderwen P. E. R. M. A RESEARCH PROJECT- JEN WILLIAMS

Context: Coleg Cymunedol Y Dderwen A large secondary school in Bridgend. It serves 2 valleys, with large areas of deprivation. Job prospects within the valleys are weak. We currently have 24% eligible for Free School Meals. Wellbeing- Ever growing need for wellbeing intervention 18 young people actively involved with CAMHS Higher tier intervention- 1 full time counsellor , 1 LA counsellor 2 days per week- despite this we still currently have a waiting list of average 30 young people Emotional Literacy support- equivalent of 2 full time members of staff delivering ELSA – currently have a waiting list of 22 young people Wellbeing center Social skills groups Self esteem groups Well resourced pastoral team

Why PERMA? Looking for a simple and consistent approach to teaching learners about the importance of looking after their own wellbeing Looking for screening tool to identify those invisible/silent learners who would benefit from support/intervention Ability to baseline and measure impact of such interventions Identify whole school approaches to improving learner wellbeing through planned and consistent approaches. Questions? Does self awareness of area of need help learners focus on method of ‘self help’? Can PERMA strategies be used as a basis of group interventions? (with impact data) How can whole class /cohort strategies be effective in the secondary setting?

Project 2 groups of learners in year 7 & 8 (mixed gender/ability)

Method : individuals. Those students not actively involved in any interventions completed the baseline assessment with no prior discussion about what PERMA is. After the test – ten minute one: one session • Brief overview of PERMA • Individual profile was shown • A discussion around strategies/ suggestions of how to improve in the targeted area

PERMA S 01 baseline assessment Area of focus: Accomplishment Suggestions: Make a list of all the things you are good at Identify what you are most proud of this week/term Set a personal goal and reflect after a week how well you have done (be SMART) Which subject are you best at- why?

S 02 Comparative Profile 10 8 8. 66 7 6. 66 6 6 6. 33 4 S 02 - Accomplishment was focus 6 2. 5 2 0 P E R M A N -2 -4 -5 -6 -6 -8 T 1 T 2 Some significant findings The majority of students in the standard group did not make overall progress- however they did make progress in the individual aspect that had been highlighted and targeted in their one: one discussion.

S 05 Comparative Graph 10 8. 66 8. 33 7. 66 8 7. 33 6 5. 5 5. 33 3. 66 4 2 0 P E R M A N -1 -2 T 1 T 2 Some students did make progress in most/all areas (although marginal in scores) -1. 33

S 07 Comparative Graph 12 9. 66 10 8. 33 8 7 10 9. 33 8. 33 7. 66 8 7 7 6 4 2 0 P E R M -2 A N -2 -4 -4. 66 -6 T 1 T 2 Not all positive Student 7 showed a decrease in all areas on the retest. This emphasizes that this is a fluid measurement and wellbeing changes for individuals (influenced by a wide range of factors) When followed up in conversation with Student 7 - he had been having a bad week and had been removed from his favourite lesson (art) to take the retest!

Learner Voice “ I didn’t really understand some of the questions when I answered first time” ‘I thought about the area I was weakest in but didn’t really think much about the other areas’ ‘I didn’t think of it after I met with Miss’ ‘I did think about some of the suggestions, but then forgot, if I had been reminded I would have tried again’ ‘I have been trying to be more engaged in things in school- I entered some of the competitions in eisteddfod ‘ ‘I would have liked someone to remind me of the activities to try’

Intervention group 6 x 1 hour group session- led by an ELSA trained LSO Each session focused on one area of PERMA- brief overview of each area- some strategies suggested by LSA- suggestions from peers, agreed things to try over the next week. Key focus of each session was to reflect on previous session and learners shared what they had tried out during the week- this ensured students tried some of the strategies and reported back how this made them feel.

Intervention Group Comparative Graph 8 6. 7 6 5. 89 5. 81 5. 4 6. 7 6. 48 5. 44 5. 27 5. 03 4. 59 4 2 0 P E R M A N -2 -4 -5. 26 -6 I (T 1) -4. 85 I (T 2) Findings Improvements made in most areas and reduced negative emotions- but no major improvements in any one area.

Learner voice “ I enjoyed learning more about my emotions’ “it helped me to think more positively” ‘Having goals to try for the week helped me to try things out, I knew I would be asked the next week if I had tried them’ I didn’t think I was good at anything until our session on achievement ‘ ‘We helped each other in the group’

Overall Findings • Self awareness and individual target setting did result in improvement in the specific area focused on- this was evidenced by data and learner voice • Group/peer support groups for wellbeing made greater levels of improvement across all of the areas and reduced negative emotions- this was evidenced by data and learner voice

What else …. . The PERMA model has influenced my own approach to things- I have flown the positive psychology flag in all of our SLT meetings and influenced the way we approach things- including our support with year 11 and staff training Positive emotions and attributes- following a PERMA session I discussed with our T & L lead the way we give feedback to learners (we use WWW/ EBI) we currently have staff trialling that the first WWW needs to be a personal quality/attribute. Eg. You showed great resilience with this piece of work A great level of enthusiasm shown here Your ability to work with others was clear in this activity

The resources we have purchased have been very positive emotion focused- from the leadership books and activities for students The art of Being brilliant series- leadership, teachers, students, teenagers, teaching assistants Mindful kids series- No worries, Be Brave, Hello Happy Andy cope series- shine, The little book of emotional intelligence, multiplier effect Some of the whole class strategies have been trialled by our Learning resource classes in year 7 & 8 - they have tried out several strategies and will continue to do so- this works as the specialist class teacher has lessons with theme very day- this isn’t the case for most subject teachers- so far their favourite activity is the class awesome jar- each student identifies something awesome they or a classmate has achieved that week and records it in the jar- they alternate between recognising own achievements and complimenting each other on theirs.

Next steps Health and wellbeing curriculum planned for September 2019 8 lessons per fortnight – incorporating Physical education, healthy living education, promotion of wellbeing and PHSE PERMA sessions have been planned into this programme of learning Opportunities to work in small groups and take part in activities that promote self awareness of wellbeing and activities that enhance peer support and individual well being development – this could include time to play the game Intervention groups will be identified through the PERMA screening – grouped around weakest areas of need- PERMA screening – PERMA tool used to measure impact