Research School Network: Effective Learning Behaviours in the Early Years Wider strategies at Willowdown Primary and Nursery, by Ro O’Reilly, Head teacher and ELE for West Somerset Research School

Now more than ever Nurseries and schools have a sharp focus upon early help and early intervention. Nurseries and primary schools are now tasked with the vital role of identifying and addressing gaps, including those left by Covid restrictions which in some cases such as our now two-year-olds, are gaps from birth. Willowdown’s main focus areas have been around wellbeing, supporting parents, attendance and the reduced capacity of other essential services and specialists. Now more than ever we need to know our children and families well and make sure we give effective support at the point of need.

The school has used the five EEF ​‘Learning Behaviours’ Guidance reports as part of an evidence informed approach to implementation of wider strategies. This guidance is by no means limited to behavior though. EEF ​‘Learning Behaviour’ work has developed from the rich and diverse evidence base represented in the EEF guidance reports on improving behaviour, metacognition and self-regulated learning, special educational needs in mainstream schools, working with parents, and social and emotional learning.

Wider strategies implemented in the Early Years at Willowdown Primary and Nursery focus particularly around wellbeing, sensory need, attendance and parental engagement. Every child receives Magic Breakfast – a toasted bagel for everyone – disadvantaged or not, this ensures every child is fed without stigma and also helps ease anxiety through a soft start to the day with a chance to socialise and transition into an action-packed day. From 2 Years old upwards every child benefits from yoga classes with our wellbeing coach – the impacts have been better self-awareness and regulation, better balance & proprioception and a period of decompression in an otherwise busy day.

Pathways to Occupational Therapy can be fruitless at present, so we have commissioned an Occupational Therapist to assess and offer guidance and support for pupils’ sensory, attachment or trauma need. This has allowed us to act more quickly to meet the needs of our children through specialist face-to-face sessions and also CPD so staff are now able to offer high-quality sensory provision to those who need it. Already the benefits are huge – children are calmer with greater self-awareness and they are able to focus on play and adult-led activities whilst remaining regulated. Parents are also better informed to help meet the needs of their children.

The school runs parent and carer support sessions online and in person (COVID-permitting) to help with Emotion Coaching and parenting, which allows our families to feel supported and listened to, it also offers the chance to enjoy a cup of tea in a familiar place with others. Families report raised confidence when dealing with challenging behavior at home through labelling and exploring emotions in a calmer way, thus reducing stress for both parent and child. Families are consulted upon regarding further support sessions. This has led to better levels of trust and communication with the school and allowed for a more open dialogue when attendance has been an issue. With the offer of free wraparound care for families who are eligible for Pupil Premium we have been able to raise the attendance of the vast majority of children.

In a recent monitoring visit an Inspector said, ​“Willowdown is a school which removes barriers”. Through an evidence-informed approach that is what we continue to strive to do.