Peer Support in the Primary Playground

This book is an essential resource to develop playground relationships. Increasingly schools are working very closely with their children, helping them to develop the skills needed to take charge of their own actions and encourage responsible attitudes towards others in the school. The programme for children outlined in this book, 'Playground Champions', is a primary playground peer support initiative which: trains older children to support their peers in solving issues within the playground by focusing on rebuilding relationships rather than apportioning blame; encourages children to see the viewpoint of others and to create their own mutually agreeable solutions; and, helps to establish emotional health and well-being, safety and happiness. The programme is structured, easy to follow and can be used by teachers and teaching assistants within the school. These printable training materials and resources are comprehensive and can be readily adapted to suit the needs of individual children and schools. The programme fits into the current national initiatives such as Every Child Matters, Social and Emotional Aspects of Learning (SEAL), Citizenship and National Healthy Schools and demonstrates good practice for the annual school self-evaluation form (SEF) and Ofsted. It can also add to the evidence required for the school's disability equality scheme showing that they are committed to disability equality and eliminating bullying and harassment. When properly implemented it will help to develop confidence and improve self-esteem in pupils as well as improving behaviour and reducing stress, leading to a happier and healthier school environment. It is suitable for age: 4-11.

Table of Contents:
Part 1 The Playground Champion Programme Introduction Chapter 1 - Peer Support - What Are We Aiming For? Chapter 2 - Getting Started Chapter 3 - Gathering Your Baseline Data Chapter 4 - Engaging the School Community Chapter 5 - What Happens Next? Bibliography Part 2 The Six Workshops Introduction Workshop 1 Workshop 2 Workshop 3 Workshop 4 Workshop 5 Workshop 6

About the Author :
Linda Bell has a BSc, MA in Education and RSA Dip SpLD. At present she is a Learning Needs Advisory Teacher with the London Borough of Richmond. She has taught English, History and various other subjects in secondary schools since 1976. Having held several pastoral positions of responsibility, Linda moved into the field of Special Educational Needs in 1998 as the Teacher in Charge of a Literacy Unit and later SENCo in a large secondary school. She left mainstream teaching in 2000 and became Lead Professional for Behaviour and Multi Professional Team Coordinator, leading a team of Behaviour Support Teachers and Behaviour Support Assistants in NW Surrey before moving to Richmond and her present post, where she leads a team of five Learning Needs Advisory and Support teachers. Linda works cross phase and acts in an advisory, consultative and support role for schools on issues relating to additional educational needs. She has been actively involved in putting together numerous training packages for other colleagues and many group and individual programmes for both primary and secondary children. Linda is married and now lives in Richmond. She moved to London in 1984, having lived and worked both in England and overseas.