Claire Pepler
Director of Music, iSpace Wellbeing Co-ordinator
Used iSpace Wellbeing Curriculum for Schools and Children 4-13 for One academic year - started in September 2019
Jul 2020
We are still within the first year of its introduction, but the way that it runs throughout the whole school to date, has enabled the children, the staff and in many cases the parents, to start using the same language, when talking about their wellbeing. The toolkit idea on which it is based, has been particularly effective and as the children progress through the school, they will be able to develop their strategies to help them with a positive approach to wellbeing. As it becomes established in the school, it is apparent that iSpace and #iWonder are allowing the children to talk more freely about their thoughts and opinions. The cards have been immensely useful for the those (younger) children who need more 1:1, or small group support. Parents are very much part of the journey and it has been particularly useful during this period of online learning, to be able to present the lessons not only to the children, but to the parents helping at home. iSpace has strengthened that three-way link between children, teachers and parents - a link which is essential for the success of a wellbeing curriculum. Before embarking on the iSpace curriculum, Dulwich Prep had recently introduced Place2Be to the school, so iSpace and #iWonder have also benefited from those links.
Claire Pepler found iSpace Wellbeing Curriculum for Schools and Children 4-13:
- Significantly improves behaviour or wellbeing“Children feel more able to talk about niggles and stressors, using a common language. As a result, I feel that they have also been able to help each other when necessary.”
- Significantly reduces teacher workload“The way that we run the curriculum, is that I present a weekly assembly to the children, by way of introducing the planet/lesson. The form teachers then use their 35 minute PSHE lesson to deliver the activities and ask the children to complete the worksheets etc. As the iSpace co-ordinator, I provide support to the children individually or in small groups for regular or one-off iSpace chats. This is providing support to the children, but not eating into the form teacher's time. Feedback is given to the form teacher where relevant.”
- Significantly improves teacher knowledge and skills“Yes - in terms of knowledge of their pupils and any niggles they have. Also, as the form teachers are part of the assemblies, they have a greater knowledge of the curriculum being covered at the time and the language that is used.”
- Significantly improves school processes“I think that anything that may arise as a result of the iSpace chats and curriculum activities will be considered in many of the school processes. It will have an impact on classes and friendship dynamics and it will be considered when grouping children in various situations.”
- Significantly improves parental engagement“Parent engagement has particularly improved as a result of the online learning last term. I did a weekly iSpace lesson directly into the children's homes and as a result of most of the parents being present, they have had a great introduction into iSpace and now have a much better understanding of it. Parents were also invited to a meeting with Paula, which gave them an opportunity to engage with the curriculum. A few have as a result, asked me to talk to their children about certain anxieties, or asked my advice as to how to help their children at home. Children have also gone home to talk about what they have learnt in iSpace that day and parents have fed back - which is very positive.”
- Moderately improves behaviour or wellbeing“I do firmly believe that the teachers are committed to this new curriculum and have taken it onboard. Their positive approach has had an effect on the way they teach PSCHE and they are actually doing the breathing techniques themselves. This must have a positive impact on the teachers' wellbeing. I also think that the overall success of iSpace at Dulwich has seen a positive effect on their wellbeing, as they experience such positive responses from the children.”
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