Nechells Primary School
Our setting.
Nechells Primary School is based about a
mile from the centre of Birmingham.
 We are a one form entry school, which
has had large mobility over the last few
years.
 At present we have 220 children on role.
 We have 20 nationalities and 20
languages represented within our setting.
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PATHs History
Our school has been teaching PATHs since the pilot in
2008
 We started the project in Reception and Year 1.
 Rolling it out into Year 2 the following academic year.
 During 2009 we also introduced parent workshops in key
stage one.
 PATHs assemblies, feeling faces and the five steps to
problem solving across the whole of the school were also
introduced in 2009.
 We have now linked PATHs models into our behaviour
policy and code of conduct.
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Whole school approach.
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This academic year we have rolled out the PATHs scheme across
the whole school.
Key stage two staff were asked before implementing the project and
staff feedback was extremely positive.
All staff in key stage two have been given one day training and top
up training since September 2011.
As well as training teaching staff, our lunch time supervisors have
also received 2 training sessions.
Feedback from all staff has been extremely positive.
This is evident in the feedback staff have received when PATHs
consultants have been in lessons across the whole school.
Our PSHE/ Citizenship policies have been adapted to relate to
PATHs.
Our assemblies now link to all elements of PATHs
Star of the day
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This has had the biggest impact in key stage two.
Each child is chosen as the star of the day and at the
end of their day they receive a compliments sheet.
We have had to teach our children about giving
compliments and to begin with they found this difficult.
They are now able to give insightful compliments and
are giving each other compliments without being asked.
Parents have commented about the compliments sheet
and have feedback to us their pleasure at reading
positive comments about their child.
The compliments sheet has also been positive for those
children who feel that they are not respected by their
peers.
Feelings
The feelings faces poster and dictionaries
are liked by the children.
 The colour coding has helped the children
to understand all types of feelings.
 It has helped all of the children,
regardless of ability, to explain how they
are feeling.
 They are extremely functional and we use
them in other curriculum areas.
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Lesson
The scripted lesson plans are functional and very
easy to follow.
 We have had to modify some of the lessons in
order for our children to fully access the content.
 To fit the cultures represented in our setting we
have also changed some of the names.
 Lessons tend to be less formal and more about
talking and feeling comfortable with the content.
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Control poster.
The posters are accessible for all of the children.
 Our children like that each step is broken down
into manageable steps.
 Through specific teaching of the posters, they
understand each step and the reasons for each
step.
 The children are able to use the poster when
discussing an issue in a PATHs lesson.
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Children’s views!
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The solutions helps me when I am angry and helps me
to reflect on my behaviour – L.
PATHs shows the kind hearted side of everyone – S.
It is a great way to express your feelings – M.
It helps us to understand other people’s feelings – J.
It helps me with my behaviour around school – R.
It helps me to do the right thing – H.
It helps me to reflect – A.
It helps me to deal with problems outside of school – C.
It is a great subject – R.
Next steps…
Our children need to use the steps from
the control poster outside of the PATHs
lesson.
 All staff within our setting need to model
using the control poster more.
 Introduce day books and problem sheets
to help children resolve their own
problems.
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