Fun Time: social communication programme for children who find large group learning tricky
School or setting
- Authored by:
- marilyn Bowles
- 16+ primary schools in Leicester City
- Type of school:
- Local Authority:
- East Midlands
- Type of setting (if Early Years):
- LA maintained school
- Year groups:
- Early Years
- Specific group:
- English as an additional language (EAL), Special Educational Needs
- Below age-related expectation
- People involved:
- Support staff, Carer, LA adviser, Phase leader, Teacher
- Number of classes:
- Number of adult learners:
What were your reasons for doing this type of development work?
Every Child a Talker initiative encouraged us to look at imaginative ways of encouraging speaking and listening.
Who might find this case study useful?
- Senior leadership team (SLT)
- Teaching assistant
A focused group activity for encouraging improved social and communication development in young children
Creating group situations for young children who need TIME to think, respond and share ideas in an unstressed space
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The intention was to see children taking part in small group activities and becoming more confident. Approaches included Assessment for Learning (AfL), interventions, demonstration, lesson observation and modelling.
Children from the small group could move into the larger group with more confidence. Teaching assistants learnt about children's development needs, which affected the way they interacted in other curriculum areas.
Having a small group in a quiet place 'in which an adult had time to listen to the child' was crucial in making a difference.