Centre for Research into Practice: Staff Research Summaries
The New School Evaluation report
AT1
Helen Lewis, Russell Grigg, Cathryn Knight
How we did the research
What we wanted to find out
Analysis of school data Family case studies Staff focus groups Individual staff interviews Family survey Cost-benefit analysis Review of well-being and democratic education literature
One of our questions:
What are the strengths and weaknesses of the democratic model used by the new school and how well is it being applied?
What we found out
used with all ages Democratic teaching methods improved children's confidence as learners and their abilities to engage in school life. The school model has a positive impact on pupil and parent well-being.
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Staff have created an environment in which children who have previously been home-schooled feel able to attend.
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The benefits of the school to the children exceed the running costs of the school.
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Why this matters
The evaluation is not only helpful to this school in moving forward but raises broader questions around the importance of democratic education and ways of developing children's responsibility for their learning, e.g. through sociocracy and restorative practice. The model is of interest to wider society given the rise in the number of home-schooled children and uncertainty over the quality of their educational experiences.
Where to find out more
Professor Andy Townsend, Head of Department, Department for Education and Childhood Studies, Swansea University: andrew.townsend@swansea.ac.uk
Townsend, A. et al (2021) The New School First Year Evaluation Report. Nottingham
Centre for Research into Practice: Staff Research Summaries
Engaging parents through freeflowinfo
JG1
Helen Lewis, Russell Grigg, Cathryn Knight
How we did the research
What we wanted to find out
Interviews with parents and staff, along with surveys of parents and staff.
Does an app ( freeflowinfo ) designed to support parental engagement, do so? Are any improvements needed to the app?
What we found out
Freeflowinfo was particularly useful in certain situations: sharing work done at home during lockdown, or when children were not able to verbalise their learning, or in pupil referral units. Professor Janet Goodall
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Freeflowinfo supports parental engagement with learning.
used with all ages Freeflowinfo seems to support pupil’s self-efficacy, due to the positive praise received from parents and teachers through the use of the app.
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Freeflowinfo increases conversations between parents and children to improve well-being.
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Why this matters
Parental engagement with learning is one of the best levers we have for supporting young people’s learning; many apps used for this purpose concentrate on parental involvement with the school, rather than with learning per se; freeflowinfo , however, seems to support parents’ engagement directly with the learning their children are undertaking.
Where to find out more
Professor Janet Goodall, Department for Education and Childhood Studies, Swansea University: j.s.goodall@swansea.ac.uk
Centre for Research into Practice: Staff Research Summaries
Helen Lewis, Russell Grigg, Cathryn Knight Perceptions of Well-being Playworkers in Primary School
PK1
How we did the research
What we wanted to find out
Interviews with primary school headteachers in Torfaen (Monmouthshire).
What do Torfaen primary school headteachers think about the contribution of Well-being Playworkers in their schools?
"It’s impossible and very hard for the children to open up. So, in comes Lego® therapy, it is the playworkers who come in and work with children through Lego®." One respondent
What we found out
Strong relationships between the Playworkers and the children, the staff and school, and the wider community, is the foundation of improving well-being. Playworkers contributed effectively in different ways e.g., offering academic support, running play schemes or well-being camps.
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The quality of training and education Playworkers receive is key to their success.
Why this matters
The research has contributed to the Welsh Government’s drive for a ‘Whole School Approach’ to support children’s well-being, as well as implementing the themes within the ‘Play Policy Implementation Plan’ and the tackling child poverty agenda.
Type something Where to find out more Dr Pete King, Senior Lecturer, Department for Education and Childhood Studies, Swansea University: p.f.king@swansea.ac.uk
King, Pete (2021) Well-being playworkers in primary schools – a headteacher’s perspective, Education 3-13 , DOI: 10.1080/03004279.2021.1971276
Centre for Research into Practice: Staff Research Summaries
Helen Lewis, Russell Grigg, Cathryn Knight The Daily Mile: Whole-school recommendations for implementation and sustainability
EM1
How we did the research
What we wanted to find out
Focus group with children in six primary schools and interviews with teachers and headteachers. Cardiorespiratory fitness tests of children over a 20m shuttle run. Measures over two time points; baseline (before implementation of The Daily Mile) and follow-up (3-6 months post implementation).
What are pupils', teachers' & headteachers' experiences of the Daily Mile? What are the links between the Daily Mile and the fitness of children from different socio- economic groups?
What we found out
We identified common key factors in successful implementation of The Daily Mile and recommend:
using the Daily Mile as an addition to current play provision
being flexible
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used with all ages
adopting a whole-school community approach
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setting personal goals
teachers participating
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Why this matters
With over 4 million children in 90 countries taking part per day in the Daily Mile, such research is essential to inform policy and best practice.
Where to find out more
Dr Emily Marchant, Lecturer in Education, Swansea University E.K.Marchant@swansea.ac.uk.
The Daily Mile: https://thedailymile.co.uk/research/
Marchant E, Todd C, Stratton G, Brophy S (2020) The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study. PLOS ONE 15(2): e0228149. https://doi.org/10.1371/journal.pone.0228149
Centre for Research into Practice: Staff Research Summaries
Parental substance use and children’s educational outcomes
EL1
Helen Lewis, Russell Grigg, Cathryn Knight
How we did the research
What we wanted to find out
Using a scoping review which selected 51 studies of the relationship between parental substance use and children’s educational outcomes.
What does research already tell us about this? What areas of educational outcomes does parental
substance use impact? Where do we need more research?
What we found out
Parental substance use was negatively associated with children’s educational attainment, i.e., they had lower grades. Parental substance use was related to their children being at risk for behavioural problems, being disciplined at school, having lower attendance, rating their academic ability lower and greater attendance of ‘special classes’ related to academic progress and discipline. However, there was no consensus on whether children of substance-using parents enjoyed school less than their counterparts to improve well-being.
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Why this matters
It is estimated that 3.7% of children have a parent known to alcohol and drug services, while there are many other parents who have some level of alcohol dependency, alongside use of illicit drugs. There are also children requiring additional educational support that may go unheard of –'the hidden harms'.
Where to find out more
Dr Emily Lowthian, Lecturer, Swansea University: e.m.lowthian@swansea.ac.uk
Lowthian, E. (2022). The Secondary Harms of Parental Substance Use on Children’s Educational Outcomes: A Review. Journal of Child & Adolescent Trauma . 15, 511-522. https://doi.org/10.1007/s40653-021-00433-2
Centre for Research into Practice: Staff Research Summaries
Animals in school
HL1
Helen Lewis, Russell Grigg, Cathryn Knight
How we did the research
What we wanted to find out
Using a questionnaire distributed through social media to 610 educators in 23 countries.
What sorts of animals can be found in schools and what do they do? Why are animals brought into school?
What we found out
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A wide range of animals in school.
used with all ages Animals involved in all age ranges.
"A lot of schools seem to bring a staff pet in to school and declare it their school dog. This casual approach creates a risk both for the pupils and for the dog." One respondent's view
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Used mainly to improve well-being.
Why this matters
Educators widely believe that animals can improve children's learning and well-being. But there is a need for high-quality, robust education and training.
Where to find out more
Dr Helen Lewis, Associate Professor, Swansea University: helen.e.lewis@swansea.ac.uk
Lewis, Helen; Grigg, Russell; and Knight, Cathryn (2022) "An International Survey of Animals in Schools: Exploring What Sorts of Schools Involve What Sorts of Animals, and Educators’ Rationales for These Practices," People and Animals: The International Journal of Research and Practice: Vol. 5 : Iss. 1, Article 15. Available at: https://docs.lib.purdue.edu/paij/vol5/iss1/15
Centre for Research into Practice: Staff Research Summaries
History of the education inspectorate in Wales
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Helen Lewis, Russell Grigg, Cathryn Knight
What we wanted to find out
How and why did the education inspectorate begin in Wales? How has its remit changed over the years? What is the relative value of the education inspectorate?
1907
1839
How we did the research
A team of historians and retired school inspectors conducted first-hand research e.g. using libraries and archives and a range of sources, including reports, newspapers and oral history.
North Wales Chronicle, 1897
What we found out
The education inspectorate in Wales has played a key role in promoting Welsh language and culture in education. Historically, the inspectorate has steered a course between being instruments of the state and independent influencers of education policy and practice.
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Why this matters
The research provides the first authoritative history of the education inspectorate in Wales. At a time when the inspectorate itself is under review, this is a timely reminder of its wide-ranging services.
Where to find out more
Dr Russell Grigg, Senior Lecturer, Education, Swansea University: g.r.grigg@swansea.ac.uk
Grigg, R. (2022) ‘The Inspectors and the inspected, 1839-1906’ in A. Kean (ed.) Watchdogs or Visionaries? Perspectives on the History of the Education Inspectorate in Wales, Cardiff: University of Wales Press.
Centre for Research into Practice: Staff Research Summaries
Helen Lewis, Russell Grigg, Cathryn Knight Evaluation of 'Empathy Animal' programme
HL2
What we did
What we wanted to find out
Video analysis of weekly sessions: Inner-London Primary School, 3 trained teams of dogs and handlers and 8 children.
Do regular sessions with the dogs improve children's self- esteem, confidence and social skills?
What we found
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Relationships take time to grow.
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Different personalities (human and canine) shape the session.
All children say they enjoy sessions.
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Gain confidence interacting with handler.
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Key recommendations for best practice
Handlers actively listen to children. Handlers observe and explain the dog's behaviour throughout. A dog's interests (a ball) considered alongside children's interests.
To find out more
Dr Helen Lewis, Associate Professor, Swansea University: helen.e.lewis@swansea.ac.uk
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