Classroom Learning Outcomes

The Place2Be
Academic Year 2009/10
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All Hubs: Classroom Learning Outcomes 2009/10 FINAL 1

Data & Analysis – Background Information

Children in the sample:
• 1347 children had completed 1:1 counselling during the academic year 2009/10; out of these:
• 641 children had access to free school meals and
• 714 children had special educational needs

Data & analysis:

• The following slides report on changes in children’s capacity to learn in the classroom following 1:1
counselling at The Place2Be.
• Data was collected using pre- & post-intervention SDQs*, completed by teachers.
• The question used to collect the data was as follows:
“Do the child’s difficulties interfere with classroom learning?”
• The question has four response options: Not at all; Only a little; Quite a bit; A great deal
• Responses are reported for all children with complete SDQs, who completed the intervention in academic
year 2009/10.
• Findings are reported for all children seen, then separately for those who were on free school meals (FSM)
and for those with special educational needs (SEN).

*SDQ= Goodman’s Strengths and Difficulties Questionnaire

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Classroom Learning Outcomes 2009/10
Key findings-

All children:
• 68% of teachers reported that the children’s emotional difficulties interfered with their classroom learning
either “a great deal” or “quite a lot” before starting counselling. After seeing The Place2Be, this falls to
41%.

• 42% reported that children were more able to focus on their classroom learning post-intervention.

Children with access to free school meals:

• 70% of teachers reported that children’s emotional difficulties interfered with their classroom learning either
“a great deal” or “quite a lot” before starting counselling. After seeing The Place2Be, this falls to 45%.

• 42% of teachers reported that children with access to free school meals were more able to focus on their
classroom learning post-intervention.

Children with special educational needs:

• 80% of teachers reported that children’s emotional difficulties interfered with their classroom learning either
“a great deal” or “quite a lot” before starting counselling. After seeing The Place2Be, this falls to 51%.

• 47% of teachers reported that children with special educational needs were more able to focus on their
classroom learning post-intervention, according to their teacher.

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Impact of difficulties on classroom learning

Teacher response to question:

Do the child's difficulties interfere with classroom learning?

Pre-intervention
100%
Post-intervention
Percentage of children (N=1347)

80%
68%
59%
60%

41%
40%
32%

20%

0%
Quite a lot/ Not at all/
Quite a Alot/A
greatgreat
deal deal Not at all/
OnlyOnly a little
a little
Interference with Classroom Learning
All Hubs: Classroom Learning Outcomes 2009/10 FINAL 4
Impact of difficulties on classroom learning
- for children on free school meals
Teacher response to question:
Do the child's difficulties interfere with classroom learning?

100% Pre-Intervention
Post-Intervention
Percentage of children (N=641)

80%
70%

60% 55%

45%
40%
30%

20%

0%
Quite a lot/ Not at all/
Quite a lot/A great deal Not at all/Only a little
A great deal Only a little
Interference with Classroom Learning

All Hubs: Classroom Learning Outcomes 2009/10 FINAL 5

Impact of difficulties on classroom learning

- for children with SEN
Teacher response to question:
Do the child's difficulties interfere with classroom learning?

100% Pre-Intervention

Post-Intervention
80%
Percentage of children (N=714)

80%

60%
51% 49%

40%

20%
20%

0%
Quite a lot/ Not at all/
Quite a Alot/A
greatgreat
deal deal Not at Only
all/Only a little
a little
Interference with Classroom Learning

All Hubs: Classroom Learning Outcomes 2009/10 FINAL 6

 Impact of difficulties on classroom learning
Summary
Summary of teacher responses to the question:
Do the child’s difficulties interfere with classroom learning?

Pre-Intervention Post-Intervention

Quite a lot/ Not at all / Quite a lot/ Not at all /

Children in sample A great deal only a little A great deal only a little

All children (N=1347) 68% 32% 41% 59%

Free School Meals (N=641) 70% 30% 45% 55%

Special Educational Needs (N=714) 80% 20% 51% 49%

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Focus on classroom learning

Change in children's focus on classroom learning following 1:1 counselling

100% More able to focus

No change
Percentage of children in category

Less able to focus

80%

60%
49% 48% 47% 44%
42% 42%
40%

20%
9% 10% 9%

0%
All children (N = 1347) FSM (N = 641) SEN (N = 714)
child category

All Hubs: Classroom Learning Outcomes 2009/10 FINAL 8

Focus on classroom learning
Summary
Summary of change in children’s ability to focus on classroom learning following 1:1
counselling, according to their teacher

Children in sample More able to focus No change Less able to focus

All children (N = 1347) 42% 49% 9%

Free School Meals (N = 641) 42% 48% 10%

Special educational needs (N = 714) 47% 44% 9%

All Hubs: Classroom Learning Outcomes 2009/10 FINAL 9