AbstractIn order to understand the perspectives of schools participating in the HeadStart programme better, the Education Observatory undertook qualitative research with the member of senior management with overall responsibility for PSHE, SUMO and/or the integration of HeadStart in a focused sample group of four primary schools. Using a common semi-structured interview schedule based on our created theoretical framework, four researchers each went in to one primary school to interview the lead teacher. Their responses were then analysed by the research team and collated to identify key themes. 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; that children were involved in learning essential skills for life, coupled with developing greater self-esteem and resilience; and that teachers have also become more conscious of their own mental health and wellbeing as a result of their engagement with HeadStart. 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.
CitationSmith, M. (2019) HeadStart schools qualitative research, BESA Conference 2019, 27th-28th June, 2019, University of Wales Trinity St David, Swansea.
DescriptionPresented as part of the symposium: Childhood resilience and wellbeing: implications from the HeadStart evaluation for schools and communities.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/