NBAR Well-Being Intervention

Area(s) of focus:
  • Closing the gap – vulnerable pupils
  • Improving pupils’ behaviour
  • Improving attendance
  • Ensuring the curriculum is appropriate for all learner groups
  • Improving the quality of impact
School(s) or partnership name: YGG Llyn y Forwyn / All Saints Primary (Barry) (SIG 22) (other schools within SIG 22: Ysgol Gwaelod y Garth, Alaw Primary, Hafod Primary Trehopcyn Primary) Name of lead person: Petra Davies Other Heads within SIG 22 Role of lead person: Headteacher Lead person e-mail address: Rhif ffôn y person arweiniol: 01443 730268 Rhondda Cynon Taf Phase(s): Primary Context and background to case study: We had already focused on Literacy (Geirio Gwych) and Numeracy (Rhifau Rhagorol) and we were eager to look at our pupils’ well-being. Having heard about the excellent provision at All Saints RC (Barry) which is within our SIG (22), we decided as school to adopt the NBAR scheme. We received whole staff training on the scheme in September 2014. From the very beginning we saw NBAR as a way to identify vulnerable pupils that were not previously identified by us. NBAR questionnaires were implemented from Years 1 to 6, and after receiving the results in the form of a sociogram (class results) and a graph (individual), we begun to target children in need of specific interventions. Nature of strategy o’r activity: After identifying vulnerable children through analysis of the sociograms and questionnaires, we decided to use ELSA staff to implement sessions that were carefully planned to meet pupils’ needs. Activities included friendship groups, developing self-worth, individual sessions and pair work. The intervention was implemented for one academic year before reassessing pupils from Year 1 to Year 6 on the NBAR scheme once again during the summer. The scheme had a clear impact on most pupils, and this was apparent in results from sociograms and individual graph. We are now in the process of implementing NBAR for a second academic year (2015-2016). Impact on provision, teaching and learning and/or leadership: The information we collect from the NBAR well-being scheme is an essential part of our assessments at the school. NBAR is a way to consider the well-being needs of individual pupils where they do not stand out in identified groups, such as FSM. Where is the good practice recognised?   On 18th November 2015 the SIG group visited the school in order to see the impact of our work on the NBAR scheme. This, along with interventions that have enabled us to meet the well-being needs of individual pupils, were shown on the day. We have also been part of an afternoon of sharing good practice among the other SIG groups within the Consortium.