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dc.contributor.authorSmith, Matthew
dc.contributor.authorLittley, Deborah
dc.contributor.authorAdeghe, Ada
dc.contributor.authorBramwell, Lisa
dc.date.accessioned2019-06-17T15:17:08Z
dc.date.available2019-06-17T15:17:08Z
dc.date.issued2019-02-01
dc.identifier.citationSmith, M., Littley, D., Adeghe, A. and Bramwell, L. (2019) HeadStart Wolverhampton local evaluation: qualitative perspectives from schools. Wolverhampton: Education Observatory.en
dc.identifier.urihttp://hdl.handle.net/2436/622451
dc.description.abstractKEY FINDINGS • Schools stated programmes which were embedded in school practice had greater impact. In these cases HeadStart activities are seen as complementary rather than an add-on. • Schools reported that children were involved in learning essential skills for life, coupled with developing greater self-esteem and resilience. • The development of a shared language through SUMO was highlighted as positive, but schools were clear about the need for high quality training for all members of staff, which needs to be maintained as staff move key stages or new staff join the school. • Teachers have also become more conscious of their own mental health and wellbeing as a result of their engagement with HeadStart.en
dc.formatapplication/PDFen
dc.language.isoenen
dc.publisherEducation Observatoryen
dc.subjectHeadStarten
dc.subjectqualitativeen
dc.subjectschoolsen
dc.titleHeadStart Wolverhampton local evaluation: qualitative perspectives from schoolsen
dc.typeResearch reporten
dc.date.updated2019-06-07T09:05:58Z
pubs.place-of-publicationWolverhampton
rioxxterms.funderUniversity of Wolverhamptonen
rioxxterms.identifier.projectUOW170619MSen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2019-06-17en
refterms.dateFCD2019-06-17T15:16:48Z
refterms.versionFCDAM
refterms.dateFOA2019-06-17T15:17:09Z


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