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HeadStart Wolverhampton local evaluation: qualitative perspectives from schools
Littley, Deborah Adeghe, Ada Bramwell, Lisa
Littley, Deborah
Adeghe, Ada
Bramwell, Lisa
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2019-02-01
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KEY 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.
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Smith, M., Littley, D., Adeghe, A. and Bramwell, L. (2019) HeadStart Wolverhampton local evaluation: qualitative perspectives from schools. Wolverhampton: Education Observatory.
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en