Pioneer Schools: Evaluation Report 2016 Pioneer Schools Evaluation 2016 ... This report covers the impact of experimental ... , including how to develop better quality empathy measurement

PioneerSchools:EvaluationReport2016

2EmpathyLabPioneerSchoolsEvaluation2016

ExecutiveSummary

EmpathyLabisaneworganisationusingthepowerofstoriestoinspirechildrentobuildtheirempathyskillsandsocialactivism.Wecurrentlytarget4-11yearolds,usingthepowerofstorytobuildchildren’sempathy,literacyandsocialactivism.Thisreportcoverstheimpactofexperimentalworkwith11pioneerschoolsacrossEngland,fromNovember2015toJuly2016.Togetherwehavebeentestingthisapproach:

WehavefoundfivemainareasofimpactOurworkwithschoolshasyieldedstrongerresultsthananticipated.Weareveryencouragedandbelievethatourapproachcangiveschoolsaframeworkforachievingdifferentprioritiessimultaneously,throughnormalschoolactivities.Ourevaluationfoundfivemainareasofimpact:

• Children’sempathyskillsandwellbeing• Literacy• Familyinvolvement• Socialaction• Schoolethosandstrategy

1.Children’sempathyskillsandwellbeingPublicHealthEnglandresearchshowsthatsocialandemotionalskillsaremoreimportanttochildren’sattainmentthantheirIQ.(Linksbetweenpupilhealthandwellbeingandattainment,2014)EmpathyLabschoolsreportincreasesinchildren’sunderstandingofempathy,changesinbehaviourandimpactonpupils’wellbeing.Evaluationincludedanalysisofcasestudiesand“pre”and“post”empathydata.

• 100%ofteachersreportthattheysawincreasesinsixkeyempathyskills(seepage5)intheirchildren;• “Asaresultoffeelings,characterandempathyworkshecannowrecogniseandexpressherownfeelings

andthoseofothers.Sheiscalmerintheplaygroundandhappier”.TeacherofYear3girl,StHilda’s;• ChildrenatNetleyMarshInfantsSchoolself-reporta100%increaseintheirunderstandingofwhatempathy

meansanda90%increaseinhowtoapplyit;• “UsingEmpathyLab’sapproachhashelpedusbothidentifychildren’swellbeingissuesandsupportedgrowth

intheiremotionalliteracy”.Teacher,RadnorHouse.


2.LiteracyOneofOfsted’s“Outstanding”descriptorsforliteracyoutcomesis:“pupilsreadwidelyandoften…toahighstandardwithfluencyandcomprehension”.(InspectionHandbook,2016)Schoolsreportimprovementsinkeyareasofliteracyandincreasedemotionalengagementwithtexts.

• 100%ofteachersfromthepioneerschoolsreportimpacton:children’sreadingfrequencyandrange;enjoymentofreading;widervocabulary.86%reportimpactonmoreexpressivewriting;betterspeaking,listeningandparticipatingindiscussions.71%onbetterinference,predictionanddeduction;

• StMichael’sPrimarySchoolisnowinthetop13%ofallschoolsforreadingprogress(RAISEOnline)andseestheirnewempathyemphasisaskeycontributingfactor.ArecentInspector’sreportsays:“Amajorinfluenceonraisingtheschool’sreadingstandardsislookingatempathyasatooltodevelopunderstandingwithintextsandconcepts”;

• “Ifyoulearnaboutempathyandreadbooksthatincludeityougetmorefromyourreading.WhenIfeelempathyinstories,Islowdown;sometimesIstopandthinksomuchmore”.Year5boy,MoorlandsPrimaryAcademy.

3.FamilyinvolvementInmakingschoolleadershipjudgements,Ofstedinspectorsconsiderhowwellleadersengagewithparents.EmpathyLabschoolsreporthigherthanusuallevelsofparentalengagement.Parentsaremotivatedbythe“doublewin”approachwhichsimultaneouslybuildstheirchild’sliteracyandemotionalskills.

• “EmpathyOscarswasanamazingwaytoteachkidstheconceptofempathy.Ilovethewayyoubroughttheideatolifewithsomuchfuninvolved.That’swhateducationisallabout!!”Mother,JohnStainerSchool;

• Twoschoolsinvolvedparentsinchildren’sempathyworkonloneliness;MoorlandsPrimarySchoolrananEmpathyReadingCaféforfamilies;parentsatSutton-on-TrentPrimarySchoolhelpedmakechildren’ssocialactionpossiblethroughcommunitylinks-aGPparentfacilitatedvisitstolocalgroupsofolderpeople;

• BeckPrimarySchoolhashadexcellenttake-upforanEmpathyParentsBookClub.

4.SocialactionOfsted’scommoninspectionframeworkemphasisestheneedforschools“toprovideacurriculumrichinpersonaldevelopmenttoenablechildrentocontributetowidersociety”.(Howsocialactionisbeingappliedtogoodeffect,2016)EmpathyLabschoolsreportunexpectedlevelsofinterestamongstchildreninputtingempathyintoaction.

• StanmorePrimarySchool’shomelessnessfocuswithchildEmpathyDetectiveshasledtoabigappetitetofundraiseforthelocalNightshelter;

• BeckPrimarySchoolhashad14volunteersforEmpathyLeadersintheplayground;• AgirlfromMoorlandsPrimaryAcademyreadEvaIbbotson’sOneDogandHisBoy,reflectedonloneliness,and

decidedtoplaywithalonelygirlintheplayground;• “EmpathyLabhasthepotentialtochangesocietyfrominsideout”.Teacher,StanmorePrimarySchool.

5.Schoolethosandstrategy“Whereempathyisclearlywrittenintobehaviourpoliciesinschoolstheturnaroundhasbeensignificant”.(SettlingtoLearn,BomberandHughes,2013)

• HeadteachersreportthattheEmpathyLabapproachhaspotentialbothtochangetheschoolcultureandcombinethebuildingofempathyandliteracyskills-withoutaddingadditionalwork.


• StMichael’sPrimarySchoolhasintegratedEmpathyLab’sapproachintotheSchoolDevelopmentPlanforLiteracy,RE,PHSCEandmentalhealthissues,childprotection,Prevent,e-safety;

• “Ifeelwehavearealgamechanger”.Headteacher,MoorlandsPrimaryAcademy;• Teachers’understandingoftheeducationalimportanceofempathyrosefrom68%to99%.• Theinvolvementofaninformedgoverningbodyisakeyfactorforsuccess.

Conclusion

Weareveryencouragedbythestrongerthananticipatedresultsfromtwoexperimentalterms,workingwith11pioneerschools.Webelievetheseresultsdemonstratethatourapproachgivesschoolsa“triplewin”frameworkforachievingliteracy,charactereducationandsocialactionprioritiessimultaneously,andthroughnormalschoolactivities.

ThiswasEmpathyLab’sfirstmajor“proofofconcept”step.Ourschoolpartnerstellusthatamoresystematic,fundedprogrammehassignificantpotentialtobuildchildren’sempathyskills,wellbeing,literacyandsocialactivism.

Weconductedthisstageoftheworkpro-bono,whilstwetestedourideas.Ournextstepwillbetoseekfundingtocreateandevaluateamorehighlydevelopedschools’programme,workingwithTheUniversityofSussexandtheOpenUniversity.

Wehavemuchstilltoinvestigate,includinghowtodevelopbetterqualityempathymeasurementtools,realisticinaschoolsettingandhowtohelpchildrensustainincreasesinempathyskills.Wewanttounderstandmoreaboutwhatconditionsenableenhancedempathytobedevelopedaroundkeysocialissues,fromrefugeestocyberbullying.

ButwenowhaveanevidencebasefromwhichtosecurefundingtobuildamoresystematicprogrammeandmakeEmpathyLabanationalforceforchange.Weaimtomakearealdifferencetothousandsofchildren’slives,storybystory.Intoday’sdividedworld,theneedformoreempathyhasneverbeenmoreurgent.

“I’mthrilledthatyou’vedecidedtoworkwithEmpathyLabtohelpchildrenexpandtheirempathypotential.Awisechoice”.NeilGaiman

“IcongratulatealltheEmpathyLabpioneerschoolsfortakingpartinthisvitalandfascinatingwork”.CressidaCowell

EmpathyLabcontactdetailsChair,MirandaMcKearneyOBE,[email protected]@EmpathyLabUKDecember2016


Background:anempathyexperiment

“Tobeasuccessfulhumanbeing,youneedtobeintouchwithotherpeople’sfeelings.Iam

followingEmpathyLabwithgreatinterest.Ilovethewayitbringstogethertheworldsofliteracy,

neuroscienceandwellbeing”.

DameJacquelineWilson

EmpathyLabisanewnot-for-profitorganisation,foundedin2014.Wecurrentlytarget4-11yearolds,usingthepowerofstorytobuildchildren’sempathy,literacyandsocialactivism.

Whyempathymattersandhowtobuildit

Empathyisacorelifeskill,vitalinincreasinglydiverseclassroomsandcommunities.Withoutempathychildrenwillstruggletoformstrongrelationshipsandcollaborate.Later,intheworkplace,theywillfindteamworkingveryhard.Helpingchildrenputempathyintoactionwillreduceprejudice,andbuildamorecaringsociety.TheUK’sshockingpost-Brexitriseinhatecrimeshashighlightedtheurgencyofeducatingchildrentoenterintootherpeople’sfeelings.Ourbrainsareplastic,andwithpractice98%ofusarecapableofbecomingmoreempathetic.Anengagementwithliteratureisakeytool.Animportantandbuildingbodyofrecentneuroscienceresearchshowsthatidentifyingwithbookcharactershelpsusbecomemoreempatheticinreallife.EmpathyLabharnessesthispower,immersingchildreninstorieswithanempathyfocus.Thisleadstostrongerempathyskillsandincreasedsocialactivismasshowninthisdiagram.Ourstrategyofdevelopingempathythroughbooksalsoraisesreadingstandardsandengagement.

Ourstrategyofdevelopingempathythroughbookscanhelpraisestandardsinreading,writing,speakingandlistening.Itcansupportchildrenwithsocialandcommunicationissues.


Proofofconcept

ThisreportcoversEmpathyLab’sfirstbig“proofofconcept”step.FromNovember2015toJuly2016weworkedwith11pioneerschoolsacrossEnglandwhoinvolved1560childreninempathy-focusedactivity.Theschoolscommittedtoanopen,experimentalandunfundedprogramme.

Thispursuedthefollowinglinesofenquiry:

• Whyisempathysoimportantinschools?• Howcanwordsandstoriesbeusedmoresystematicallytodevelopempathyskills?• Whattoolsandtrainingdoteachersandparentsneed?• Cananincreasedfocusonempathyimproveliteracyskills?• Howcanwehelpchildrenputempathyintoaction?

Schools Location Type No.ofchildreninvolvedBeckPrimarySchool Sheffield StatePrimary 160InternationalCommunitySchool CentralLondon Independent 58JohnStainerCommunitySchool Lewisham,London StatePrimary 370MoorlandPrimaryAcademy GreatYarmouth,Norfolk Academy 75NetleyMarshCEInfantsSchool NewForest,Hampshire StateInfant 90RadnorHouse Twickenham,London Independent 80StHilda’s Bushey,Hertfordshire Independent 120StMichaelsCEPrimarySchool Rochdale StatePrimary 112StanmorePrimarySchool Winchester,Hampshire StatePrimary 150Sutton-on-TrentPrimary SuttononTrent,Nottinghamshire StatePrimary 104TheWroxhamPrimarySchool PottersBar,Hertfordshire StatePrimary 240EmpathyLab’sfoundingteamoffivesupportedtheschools,providing:

- Expertinputfrompsychologyandliteracyexperts;- Strategicplanningsupport,on-goingtrainingandconsultancy;- Creativetools,whereverpossiblechild-led;- Themedbooklists(suchashomelessness,friendships,refugees);- Linkstoauthors,publishersandthePatronofReadingscheme;- Forumforsharingbetweentheschools.

We provided an evaluation framework with staff surveys,children’s case studies and questionnaires, teachers’ empathyskills assessments and running logs recording observations.Although not all schools had the capacity to contribute to thewhole process, the evaluation has generated a rich evidencebankshapingthisreport’sfindings.

EmpathyLabcreatedsixstory-basedtools(showninthecircletothe right) to help schools create immersive empathy-buildingexperiences. We also provided lists of core empathy textscharacterized by strongly drawn characters and high qualitywriting and illustration. We involved authors in developingtrainingandon-the-groundmodels,includingPatronsofReadingAlan MacDonald and Ali Sparkes, plus Gillian Cross, HelenaPielichatyandBaliRai.


Impact1:children’sempathyskillsandwellbeing

EmpathyLabaimstobuildsixkeyempathyskills

• Theabilitytovalue,feel,understandandrespectotherpeople’sexperiences;• Emotionrecognition:thevocabularytoshareyourownandotherpeople’sfeelings;• Effectivecommunication:activelisteninganddeepconversation;• Strongimaginationtoenterintoothers’feelings;• Thecapacitytobereflective,especiallyaboutotherpeople’sfeelingsandperspectives;• Theabilitytoputempathyintoactioninthehome,schoolandcommunity.

Teachers’assessment

“UsingEmpathyLab’sapproachhasbothhelpedusidentifychildren’swellbeingissuesandsupportedgrowthintheiremotionalliteracy”.Teacher,RadnorHouse.

“Sincewe’vestartedtofocusonempathyinbooks,thechildrenhavebecomefarmorewillingtoseethingsfromalternativepointsofview”.Teacher,MoorlandsPrimaryAcademy.

“Empathystrengthensourrelationships,givesustheresiliencetotry,failandtryagain,supportingeachotherinthelearningprocessandwillinevitablyproduceimprovedresults”.Headteacher,JohnStainerCommunitySchool.InassessingtheimpactofusingtheEmpathyLabapproach,teachersdescribehowchildrenarenowlisteningtoothers’pointsofviewmoreandthinkingaboutchildrenotherthanthosetheyknow.Severalschoolsweresurprisedbythedepthofchildren’sresponses–childrennotknownforenthusiasminlessonsbecameveryengaged.

Inthoseschoolswithcomparative“before”and“after”data,100%ofteachersreportimprovementsinempathyskills.HereisanexamplefromaYear5classatBeckPrimarySchool:

• 40%increaseinempathiccommunication–activelisteninganddeepconversation;• 33%increaseintheabilitytovaluefeel,understandotherpeople’sfeelings/perspectives;• 20%increaseinabilitytoputempathyintoaction;• 50%increaseinemotionrecognition;• 30%increaseinstrongimaginationinordertoenterintoothers’feelings;• 23%increaseincapacityforreflectionaboutotherpeople’sfeelings.

Children’sself-assessment“Ifotherpeople,whomaybearen’tsonice,readsomeofthesebooks,thatmightchangethewaytheyacted.Theywouldthinkmoreandmaybeunderstandmore.Perhapsschoolsshoulddiscussempathyinbookseveryweekbecauseitwouldhelppeoplesomuch”.Year5girl,MoorlandsPrimaryAcademy.Childrenwereaskedtoself-report,usinga“before”and“after”questionnaire.420childrencompletedthequestionnaires.Hereisanexampleofthechanges,fromNetleyMarshInfantsSchool:

• 100%increaseinchildren’sunderstandingofwhatempathyis;• 90%increaseintheirunderstandingofhowempathycanbeapplied;• 70%increaseintheirabilitytonameabookthathadhelpedthemunderstandsomeoneelsebetter;• 60%increaseintheirabilitytoexplainhowthechosenbookhaddevelopedtheirempathy;• 100%increaseintheirunderstandingofwhatmakesforagoodlistener.


CaseStudy:-8yearoldboy,BeckPrimarySchool

“Whenwereadweimaginewearethecharactersandwethinkhowtheyfeel”.

Theboy’steachersaidheverymuchenjoyedtheempathywork,includingwritingaboutdifferentcharacters.“Itishelpinghimtostarttovalueotherpeople’sfeelingmuchmore;hewillnowapologiseandadmittonegativebehaviours.Heisbeginningtoputempathyintoaction.Hehasbeeninvolvedina1:1onwhatempathymeansandwhyitisimportant,authorwork,bookawardsandEmpathyBookSpotters”.

Learningthemeaningofempathy

“Ifpeopleunderstandwhatitisliketobethatpersoninthatsituation,theymaybecomemorecompassionateandstarthelpingpeoplemore”.PupilatInternationalCommunitySchool.

Schoolsuseddifferenttechniquestoteachtheconceptofempathy,andfoundthatevenchildrenasyoungasfourwereabletounderstandit.Workwasneededtodistinguishbetweenempathyandkindness,orsympathy.Thiswashelpedbybriefingstaffonthethreemainelementsofempathy:

• Emotional/affectiveempathy:weliterallyresonatewithsomeoneelse’sfeelings.Theinsulaneuralareaofourbrainsmimicswithinusanotherperson’sstate;

• Cognitiveempathy:orperspective-taking,whereweapplyreasontoworkingouthowsomeoneelsefeels;

• Empathicconcern:apowerfulmotivatorforhelpingothers,aforceforsocialchange.

CaseStudy:EmpathyAssembliesNetleyMarshInfantsSchooldevelopedassembliesonperspective-takingusingtheRole-TakingUnit4oftheBrightStartcognitivecurriculum.Thiscoversdevelopingtheabilitytotakedifferentperspectives,firstinthephysicalandspatialdomainsandthenatsociallevel.Childrenlookedatadicefromdifferentangles,andsatintheHeadteacher’schair.Theyusedtheconceptofstandinginsomeoneelse’sshoesandthinkingaboutwhatthismightfeellike,andexploredthefeelingsofPaddingtonBear,DoggerandSomethingElse.AuthorHelenaPielichatyworkedwithagroupoftenKS2childrenofmixedagesandabilitiesatSutton-on-TrentPrimarySchool.ThefocuswasherbookWhat’sUkrainianforFootball?whichhasanunderlyingthemeofmigrationandrefugees.TheirworkculminatedinanEmpathyPlayforawholeschoolassembly.Helenareportedchangesinchildren’sunderstandingofrefugees’viewpoints,andgreatlyincreasedenthusiasmforreading.


Focusingonfeelings

Severalschoolsreportedthatanincreasedfocusonbookcharactersandfeelingshadasurprisinglyimmediateeffectonsomestudents’wellbeing.Theyfeltthiswasduetoanincreasedemphasisonemotionsinordinaryschoolactivitiesandteaching,withmoretimetodiscussandsharethem.Theempathyemphasisalsoincreasedchildren’sabilitytoengageemotionallywithtexts,withresultingimpactonenjoymentofreading,andspecificareasofliteracy(seeImpact2section).R.J.Palaccio’sWonderwasconsistentlycitedasamagnificentempathytext,andteachersreportedanexpandedknowledgeofmanyothersuperbstoriestouseinthiscontext.

Alongsideencouragingchildrentofocusonthecharacterandfeelings,schoolsusedarangeoftechniquestowidenchildren’svocabularyforfeelings.Theseincludedfeelingswheels;matchingpairsemotions;aVelcrofeelingsboard;anemotionthermometerandagreatdealofdramaandroleplay.

CaseStudy:Year3girlatStHilda’s

Thisgirl’steachersaidthatshehadtroubleexpressingideasandfeelingsandwasaggressiveintheplayground.AsaresultofEnglishandPSHEworkonfeelings,empathyandbookcharacters“sheisnowclearlyabletorecogniseandexpressherownfeelingsandthefeelingsofothers;sheiscalmerintheplaygroundandhappier”.Theteachernotes:“Thisishugeprogressaspreviouslyshewasfindingithardtorecognisethereasonswhypeoplewouldbefeelingdifferentemotions.Sheisalsousingamuchwidervocabularytodescribeherownandbookcharacters’feelings”.

Ingeneral,asaresultofusingtheEmpathyLabapproach,StHilda’sstaffhaveseenapositivecorrelationbetweenimprovedsocialattitudes,peerrelationshipsandhigherthanexpectedscores.

Impact2:children’sliteracy“Canyouenjoybookssomuchwithoutunderstandingempathy?Idon’tthinkyoucanbecauseitwouldn’tmeansomuchtoyou.It’sjustreadingthem.Youdon’tjustreadthebook,youhavetostopandthinkandthengobacktothereading.”Year5girl,MoorlandsPrimaryAcademy.Akeylineofinquiryinourexperimentwaswhetherteachersfindthatanincreasedfocusonempathycanimproveliteracyandreadingforpleasure.

• 100%ofteacherssayEmpathyLabworkhasapositiveimpacton:children’senjoymentofreading;increasedreadingfrequencyandrange;developmentofawidervocabulary;

• 86%sayitimproves:expressivewriting;betterspeaking,includingparticipatingindiscussions,andbetterlistening;

• 71%sayitimprovesinference,predictionanddeduction.Childrenhavestrongerexplanationsforfeelings.

“Writingmuchimprovedbecauseexposedtoemphasisonfeelingsandemotionalinsight.Muchbettercharacterdevelopment”.Sutton-on-TrentPrimarySchool

“Amajorinfluenceonraisingstandardsinreadingwithintheschoolislookingatempathyasatooltodevelopunderstanding,withintextsandconcepts”.InspectorvisitingStMichael’sPrimarySchool

“Thebookareaisusedmuchmorenow.AboyonPupilPremiumisenjoyingreadingsomuchmore;wehadtoissuehimanewlibrarycardbecauseofhismuchincreasedborrowing”.NetleyMarshInfantsSchool

“ImpactnoticeablewhenreadingTheGraveyardBook–predictionsnowlinkedtowhattheyknowaboutcharactersandnotguesses”.MoorlandsPrimaryAcademy


StMichael’sPrimarySchoolisnowinthetop13%ofallschoolsforreadingprogress(RAISEOnline).ArecentInspector’sreportsays:“Amajorinfluenceonraisingtheschool’sreadingstandardsislookingatempathyasatooltodevelopunderstandingwithintextsandconcepts”.

Schoolsusedneuroscienceresearchaboutthepowerofcharactertorefocusexistingliteracystrategieslikeguidedreading,readingaloud,bookstudiesanddiscussion.StanmorePrimarySchooldevelopedempathybookboxesforstaff,foruseintheregularreadingaloudofstoriesattheendoftheschoolday.WroxhamPrimarySchoolcreatedanempathyshelfinthelibrary–thePTApaidforthebooks,boughtfromEmpathyLab’slistofcoreempathytexts.RadnorHouserancreativewritingworkshopsinspiringchildrentowriteaboutadisplacedcharacter,exploringhowitfeelstoarriveinadifferentcountry.

SupportedbyEmpathyLab,schoolsdevelopednewpathwaysthroughtexts,focusingoncharacterandfeelingsmorethanplot.Theycreatedmoreimmersiveexperienceslinkedtotextsinordertodeepenchildren’semotionalengagementwiththecharacters,andsocialissues.TheymadeuseoftheideasinourEmpathyStorykitstoinitiatetheactivities.Inadditiontothestatisticsabove,schoolsreportedseeingchildrenwritingmorequicklyinthefirstperson,andmoreexpressivelybecauseoftheiremotionalinvolvementandmuchwiderfeelingsvocabulary.

Motivatingchildren

"Ifindempathyinbooksreallyinteresting,asIdidn'tusedtothinkhowpeoplewerefeeling,Ijustusedtoread.NowIfeelalotmoreimaginative,itgivesthestoryalotmorebackgroundaboutwhatmighthavehappenedandwhy".Year5girl,MoorlandsPrimary Academy.

“ReadingDivergentmademeunderstandwhymyfriendlikestoriskherselfandchallengeherlimits”.PupilatICS.

"ThinkingaboutempathywhenIreadmakesmewanttoreadmore,becauseIgetsomuchmoreinvolvedinthestory”.Year5boy,MoorlandsPrimaryAcademy.

EmpathyLabisdevelopingatoolcalledEmpathyBookSpotterswhichinspireschildrentoleadtheschool’sempathywork,sharerecommendationsandanalysethewaysinwhichbookscanbuildempathy.Schoolsusingthetoolreportchangesinchildren’senjoymentofreadingandunderstandingofempathy.

SomechildrenmadeanddonnedempathyglassesbeforetheirBookSpottingsessions;somepresentedtheweek’s“spotted”bookstotheirpeersinlibraryhour;othersswappedempathybookbagseveryFridayinassembly.Theirmotivationandexcitementwasbuiltbysharingtheirideasacrossthepioneerschools.TheypostedpostcardempathybookreviewsandrecommendedbooksthroughtheBookSpotterdatabase.

ChildrenatStanmorePrimarySchoolreceiveEmpathyLabpostcardsfromBookSpottersatMoorlandsPrimarySchool(left).ChildrenalsousedthepostcardsattheSouthBankCentre’sImagineFestival(right).


Impact3:Socialaction

“I’vefinishedOneDogandhisBoywherethemaincharacterisverylonely.WhenI’dfinished,Ithoughtalotaboutthebook.OnedayIsawagirlintheplaygroundwholookedreallylonely,shewassittingdownonherown,andsoIwentandplayedwithher.Thebookcausedmetochangemybehaviour”.Year5girl,MoorlandsPrimaryAcademy.

IncreasedsocialawarenessandsocialactivismarekeyEmpathyLabaims.Weexploredhowchildrencanbecomeempathyactivistsdrivingforamoreempathicsociety.Schoolsapproachedthisindifferentways:

Case study: Empathy Detectives atStanmorePrimarySchool

StanmorePrimary School trialledEmpathyLab’sideaforaclubcalledEmpathyDetectives.Theirchosen social issue to investigate washomelessness. Children were immersed instories about homelessness such asMr Stink,ThatPeskyRatandWayHome.AuthorBaliRairanasessiononchallengingourprejudicesandthe school arranged a visit from the localNightshelter.

The term’s focusculminated inahomelessnessexperience. After school, the buildings werelocked, and childrenhad to find somewhere tosettle,withsleepingbagsandjustfourpossessions.SchoolLibrarian Ali said “powerful stuff and totally unexpectedreactions. One child - a very quiet boy who has to bepromptedtosayanythingatall inourclubsessions –hadworkedouta fullbackstoryandstayed incharacterthewholetime.Anotherboygotveryangryaboutbeingconstantlymovedon,saying‘Idon’tknowwhatgivesyoutherighttotellmewhattodo.Weareallhumanbeings’”.ThechildrenarenowkeentofundraiseforthelocalNightshelter.

“Allyouowninthisbag”StanmorePrimarySchoolEmpathyDetectivesquiztheNightsheltervisitoraboutwhatitislike

tobehomeless.

Sutton-on-TrentPrimarySchool‘sfocusonempathyandlonelinessledtochildrenvisitingTheFallsGroup,alocalgroupofelderlypeoplewhohadrecentlyexperiencedfalls.ThiswasfacilitatedbyaparentwhowasalocalGP.Thechildrenalsovisitedalocalcarehometoreadtotheresidents.

Personalempathyactions- e.gtoplaywithsomeonewhoislonely

Individualchildactions

EmpathyLeadersintheplayground

Schoolactions Readingtopeople

incarehomesFundraisingforthehomeless

Actionsinwider

community


MoorlandsPrimaryAcademyalsofocusedonlonelinessatschoolandinthewidercommunity.TheyexploredthethemethroughbookssuchasNeilGaiman’sGraveyardBook.Thisledthemtothinkaboutolderlonelypeopleandvisitthelocalcarehome,BurghHouse.Theyreadpoemsandchattedtotheresidents.

CaseStudy:Year4boy,StanmorePrimarySchool

Thisboyhelpswiththecareofhisparents.Hehassometimesstruggledtoseeotherpeople’spointofviewandthishascausedconflictinandoutofclass.HewasamemberoftheexperimentalEmpathyDetectivesclub.

Staffnoticedanimprovedabilitytolisten,andhereallysurprisedthemwithhisnaturalpassionforcommunityaction.HehadlotsofideasforhowtoraiseawarenessandfundingforthelocalNightshelterandcouldexplainwhythisissoimportant.Heimprovedhisabilitytovalueotherpeople’sexperiencesandviews,andhisclassteachersaysthatwhenwritingheismuchmoreabletodescribeacharacter’sthoughtsandfeelingsindetail.

CaseStudy:EmpathyLeadersatBeckPrimarySchool

A focus on empathy led children in Beck PrimarySchool to set up Empathy Leaders “on the Yard”.Children designed the job description for theEmpathyLeadersandtheteacherhad14volunteersto support children who feel vulnerable in theplayground.

Impact4:familyinvolvement

“IwantedtotellyouhowamazingIthoughttheEmpathyOscarswerelastweekandhowmuchweallenjoyedit.Whatanamazingwaytoteachthekidsthewholeconceptofempathy.Ilovethewayyouallboughttheideatolifesocleverlyandwithsomuchfuninvolved.That’swhateducationisallabout!!!”Parent,toJohnStainerHeadteacher.Casestudy:EmpathyOscarsThe multi-cultural John Stainer Community School in Brockley trialledEmpathyLab’s idea for EmpathyOscars. Childrenworkedwith their families intheEasterholidaystonominatetheirfavouriteempathybookcharacter.

Aftermuchschoolgroupdiscussion,readingandpersuasivewriting,theyvotedforawinner,whowasannouncedataglitteringredcarpetceremonyinvolvingthe whole school community – children, parents, governors and Charlie, theschool dog. Staff dressed up as the ten top characters. The winner wasMissHoney, from Matilda (on left, with Charlie the school dog and Sue Harte,Headteacher).

“Empathyisimportantbecauseyoucanfindouthowapersonisfeeling.Ifapersonisfeelingunhappythenyoucanhelpthemorplaywiththemsotheyfeelcontent”.Year4boy,BeckPrimarySchool


Casestudy:EmpathyReadingCafé

Moorlands PrimaryAcademysometimes experiences lowratesofparentparticipation.Staffweredelighted to get50%of invitedparentstotheirEmpathyReadingCafétohearwhatthechildrenhadbeendoing.Theyworkedwiththeir children on an Empathy Reading Journey, remembering empathy books they had read as a family. Parentshelped make decisions about social action activities, like visiting a care home and inviting in representatives ofrefugeegroups.TheschoolplanstorunaregularEmpathyReadingCaféwiththesupportofthepastoralteam.

Theschoolswantedtoexplorestrategiestoinvolveparentsinusingbookstobuildliteracyandempathysimultaneously.Theyweresurprisedbyparents’eagernesstoengage,andreportedchangesintheirunderstandingoftherelevancetochildren’sdevelopmentof“doublewin”empathyandliteracyactivity,leadingtosocialaction.

BeckPrimarySchoolwasdelightedbytheenthusiasmforaYears2and3familyEmpathyBookClub.Thisranforfourweeksandwasheldintheneighbourhoodcentre,targetingchildrenwhocouldbenefitfromfurtherdevelopingtheirempathyskills.Parentsandchildrentogetherreadanddiscussedbooks,talkedaboutthemeaningofempathy,usedaparents’questionnaireandcreatedanempathyportfolio.TheClubwillberepeatedinthenewacademicyear.NetleyMarshInfantsSchoolinvolvedparentsintheirdrop-inafterschoolreading/empathyclubandaWorldBookDaypyjamaempathyeveningwithstoriesandhotchocolate.TheyalsoattendedEmpathyLabtrainingwithHampshireLibrarystaff,aimingtodevelopstaffandparents’skillsinempathybook-talking.

EmpathyBookSpotterswithparentsatNetleyMarshInfants


Impact5:schoolethosandstrategy

EmpathyLabhasthepotentialtohelpchangetheschoolcultureandstrengthenlearningvalues.Headteachersreportimpactonstaffskills,schoolculture,children’sbehaviourandengagementwithsocialaction.“EmpathyLabtakesarefreshingapproachtodevelopingchildren’sunderstandingofthemselvesandothers.Avaluableresourceformakingourschoolandcommunitybetterplaces.Wehaveintegrateditsworkingprinciplesandtoolsacrossdifferentareasofschoollife,includinglearningvalues,staffCPD,regularliteracyactivitiesandsupportforfamilies”.ExecutiveHeadteacher,NetleyMarshInfantsSchool.“SinceworkingwithEmpathyLab,empathyhasnowpermeatedacrossthewholeofthecurriculumandineverycornerofschool,includingsocialaspects”.Headteacher,StMichael’sPrimarySchool.“Empathyskillsareakeyaspectofthesocialandemotionalskillsneededbyourintake.Wehaveadutytohelpourchildrenmakeapositivecontribution”.Headteacher,BeckPrimarySchool.WholeschoolplanningandactivitiesTheinvolvementoftheSeniorLeadershipTeamisneededtointegrateempathyeducationstrategically.SeveralofthepioneerschoolshavenowchangedtheirSchoolDevelopmentPlantoembedEmpathyLab’sprinciples:

• StHilda’sSchoolDevelopmentPlannowincorporatesworkingwithEmpathyLabonsocialandemotionalwellbeing,behaviourandrelationships.Empathyevenfeaturesinyogasessions.Sharingbetweenstaffissupportedbystaffmeetingsandastaffroomempathylogbook.

• NetleyMarshInfantsSchoolhasintegratedtheapproachinto:regularliteracyactivities;assemblies;homelearning;teachingschoolvalues;staffCPD;pupilvoice;communitylinks.

• StMichael’sPrimarySchoolhasintegratedEmpathyLab’sapproachintothefollowingareasoftheSchoolDevelopmentPlan:Literacy,RE,PHSCEandmentalhealthissues,childprotection,Prevent,e-safety.TheschoolhasstartedanEmpathyCouncil.

• TheWroxhamSchoolusedEmpathyLab’slisteningauditasacatalysttodeepentheschool’sfocusonlisteningwell,conductingawholeschoolsurvey.

• Sutton-on-TrentPrimarySchoolbuiltempathytechniquesandcreativeactivitiesintotheirSEALassemblies.• TheInternationalCommunitySchool(ICS)linkedtheirEmpathyLabworktotheschool’sServiceinAction

strandoftheInternationalBaccalaureate.

Whyempathymattersinschools

Achievement/curriculum

Wellbeing

Schoolethos/classroomclimate

Behaviour

HelpingtroubledpupilsLiteracy

skills

Outstandingleadership- stronglinkstoOfsted'sdescriptors

Equallifechances

Citizenship,socialaction,community

links

Socialandemotionalskills


StaffskillsandunderstandingEmpathyLabprovidedtrainingfrompsychologyexperts,aresearchbankandpracticaltoolstodevelopteachers’understandingoftheeducationalimportanceofempathy,andtheskillsneededtodevelopit.SettlingtoLearn(BomberandHughes)andHowtoListensoKidsWillTalk(FaberandMazlich)wereoftencitedasusefulreferencesbooksinthiscontext.BrenéBrown’svideoonthedifferencebetweenempathyandsympathywasalsouseful.

• Staffunderstandingoftheimportanceofempathyinschoolsrosefrom68%to99%.• “Ihavealteredmypracticetoteachempathyexplicitly”.Teacher,BeckPrimarySchool.

Stafffedbackaboutchangesintheirunderstandinganduseoftheskillsneededtodevelopchildren’sempathyskills.The“pre”and“post”surveysshowedsubstantialrisesinstaffconfidence.

Stafffeedback

“Thiscanmakeanimpactinsomanyways.WorkingwithEmpathyLabhascreatedabigopportunityforreflectionandprofessionaldialogue”.

“Ithasbeensousefultoshareideaswithotherschools,andhearexpertsintheirfieldspeakaboutthebackground/scientificresearchbehindempathy”.

“WorkingandreflectingwithEmpathyLabI’vegainedinsightintoreallyobvious,easyapplicationsinschoolIsimplyhadn’tthoughtof”.

“Theempathybook-talkingtrainingwillchangehowIdelivermydrop-insessionswithparents”.

“Thepsychologybriefingshelpedmeseehowcentralempathyistohelpingchildrenfeelsafeenoughtolearn,andtohowthewholeschoolcommunityoperates…becauseschoolsareallaboutrelationships”.

“Iunderstandnowjustwhataforceforchangeempathyis,andhowinordertodeveloptheirempathyskills,childrenneedtoexperienceteachers’ownempathytowardsthem”.

“Learningempathythroughbookcharacters’feelingsmakessomuchsense,becauseschoolsareawashwithstories”.


Partneringwithauthors

AuthorsarekeypartnersintheEmpathyLabapproach-neuroscienceresearchshowsthatidentifyingwithbookcharactersbuildsourreal-lifeempathyskills.

Theexperimentalschools’workshowedtheaddedvalueofinvolvingauthorsinanexpandedrole,asempathyexperts,buildingempathyandliteracyskillssimultaneously.ThePatronofReading*modelisparticularlyinterestinginthiscontext,becauseitcreatessustainedcontactbetweenauthorsandchildren,addinganinspiringnewrelationshipintotheteachingmix.

Casestudy:PatronofReading

Author Alan MacDonald is Beck Primary School’s Patron of Reading. He worked alongside teachers, using a dualliteracy/empathyapproach.TheybasedsessionsonhisbookTrollsGoHome,exploring themeaningofempathyandencouraging children to talk aboutbeingdifferent.Work includeddrama techniques likehot seating, advice corridorandSpottheEmotion.

Alan: “I was surprised by how well theytooktothedrama.Someofthecommentswe recorded at the end showed they hadreally grasped the idea of empathy andwere putting it in their ownwords – oneboy said ‘it’s like a body swap withsomeone else’. At the start I asked whatempathy meant. No one had much idea.By the end they were very confident toexplain theword in their own terms.Oneor two children who I'm told can bedifficultor lessengagedinclasswereveryenthusiasticintakingpart”.

Photograph:BeckPrimarySchoolteacherswithauthorAlanMacDonaldandresourcesusedindualapproachestoteachingliteracyandempathy.Childrenlovedexploringthethemeofdifferences,andthefeelingsofUlrichthetrollinAlan’sTrollsGoHome.TheyparticularlyenjoyedsteppingintoUlrich’sshoes…

*http://www.patronofreading.co.uk


Challengesandreflections

Inthenextstageofourworkwewillbereflectingandactingonchallengesandfactorsforsuccess:

- Measurement:howwecandevelopbetterqualityempathymeasurementtools,realisticinaschoolsetting;- Attainment:thedesirabilityofdemonstratingalinkbetweenempathyandreadingattainment/progress;- Socialactivism:howwecanbesthelpschoolsandfamiliesmakethelinkbetweenstoriesandsocialactivism;- Learningaboutempathy:thebestwaytosupportschoolsinhelpingchildrenachieveadeepunderstandingof

empathy,anditsdifferencefromkindnessandsympathy;- Attitudechange:howweidentifyandactivatethefactorswhichcouldbuildastrongempathymovement,inthe

samewayastheunexpectedgrowthofthemindfulnessmovement;- Publishing:howourworkmighthelpaddresstheshortageofbooksreflectingthegrowingdiversityofour

communitiesandclassrooms,vitalforunderpinningempathyworkinschoolsandhomes.

Conclusionsandnextsteps

“Ithinkyou’reatthestartofsomethingbig”.SirPeterBazalgette,Chair,ArtsCouncilEngland

EmpathyLab’sexperimental,pro-bonoworkwith11pioneerschoolshasyieldedstrongerresultsthananticipated.Itisclearthatourapproachofcombiningstories,empathyandsocialactiongivesschoolsaframeworkforachievingdifferentprioritiessimultaneously,andthroughnormalschoolactivities.Theprogrammehasenabledustoidentifypositiveinitialevidenceagainsteachofourfivelinesofenquiryandhashighlightedareasforfurtherdevelopment.

EmbeddingEmpathyLab’sapproachintotheSchoolDevelopmentPlanandsubtlyrefocusingteachingandwholeschoolactivitiescanachievearangeofoutcomes.Includingimprovementsin:children’spleasureinreadingandtheirliteracyandempathyskills;teachersandparents’skillsandunderstandingofthechild;schools’communityconnections.Itcanbuildpupils’understandingofsocialissuesandfueltheirdesiretoputempathyintoaction.

Wehavemuchstilltodoandlearn,andmanyunansweredquestions.Butweareveryencouragedbytheresultsfromexperimentalworkacrosstwoterms.ThiswasEmpathyLab’sfirstmajor“proofofconcept”step.Ourschoolpartnerstellusthatamoresystematic,fundedprogrammehasenormouspotentialtobuildchildren’sempathyskills,wellbeing,literacyandsocialactivism.Ournextimmediatestepswillbeto:

- Seekfundingtocreateandevaluateasystematicschools’programme,workingwiththeUniversityofSussex(ProfessorRobinBanerjee)andtheOpenUniversity(ProfessorTeresaCremin);

- Buildschoolmodels,continuingtoworkwith10pioneerschoolsandasmallnumberofnewschools;- Developnewresources,includingforfamilies;- Createateamofchildadvisors;- Buildanewnetworkofpubliclibrarypartners;- ExplorethenationalpotentialforprogrammessuchasEmpathyBookSpotters;- CreateanAuthorEmpathyArmyof80authors;- Developourpolicyworkandourpartnerships;- EstablishanewnationalEmpathyDay.

Wewouldliketothanktheinspiringchildrenandschoolstaffwehaveworkedwith.WenowhaveanevidencebasefromwhichtosecurefundingtobuildamoresystematicprogrammeandmakeEmpathyLabanationalforceforchange.Weaimtomakearealdifferencetothousandsofchildren’slives,storybystory.Intoday’sdividedworld,theneedformoreempathyhasneverbeenmoreurgent.


TeachersandspeakerssharelearningatthePioneerSchoolsevaluationday,8July2016,heldattheCentreforLiteracyinPrimaryEducation

ThankyouandcontactdetailsWeowearealdebtofgratitudetothepeoplewhohaveadvised,encouraged,partneredandsupportedusthusfar.Staff,childrenandparentsatBeckPrimarySchoolInternationalCommunitySchoolJohnStainerCommunitySchoolNetleyMarshInfantsSchoolMoorlandsCEPrimaryAcademy

RadnorHouseStanmorePrimarySchoolStHilda’sSchoolStMichael’sCEPrimarySchoolSutton-on-TrentPrimarySchoolTheWroxhamSchool

Authorsformallyinvolvedintheschools’trialFrankCottrellBoyceGillianCrossAlanMacDonald,PatronofReadingHelenaPielichatyBaliRai

Publishersupportersfortheschools’trialWalkerBooksMacmillanChildren’sBooks

AliSparkes,PatronofReadingReferenceGroupMembersandspeakersinvolvedintheschools’trialRobinBanerjee,Professor,PsychologyDepartment,SussexUniversitySirPeterBazalgette,Chair,ArtsCouncilEnglandJackieBatchelor,EducationalPsychologist,HampshireCountyCouncilTeresaCremin,Professor,Literacy,TheOpenUniversityLouiseJohns-Shepherd,CEO,CentreforLiteracyinPrimaryEducationPatriciaMetham,educationalconsultantandformerOFSTEDadviserAuthorsGillianCrossandBaliRaiContactChair,MirandaMcKearneyOBE,[email protected]@EmpathyLabUK

Documents

Pioneer Schools: Evaluation Report 2016 Pioneer Schools Evaluation 2016 ... This report covers the impact of experimental ... , including how to develop better quality empathy measurement