Quantitative and Qualitative Report on the Impact of ‘Take Five’ at School

An analysis of the impact on a Year 6 class at Worksop Priory CE Primary School and Foundation – Year 6 at Sparken Hill Academy during the Summer Term 2015

© Each Amazing Breath CIC About this report

This report was commissioned by Each Amazing Breath CIC.

An independent Evaluation Consultant, Kate O’Dell, worked with Each Amazing Breath CIC and the ‘Take Five’ at School Steering Group to devise the evaluation methodology during late 2014. She then oversaw the data collection process during the Summer Term and undertook the subsequent analysis. The methodology detailed in the report, together with the data sets and analysis have been produced by Kate O’Dell. The other elements of the report such as: the headline interpretation in the executive summary, presentation of the data relating to the most ‘at risk’ students and most positive responses, the context information and the background to what happened in each school have been produced by Each Amazing Breath CIC.

About Kate O’Dell Each Amazing Breath CIC commissioned Kate O’Dell as a Freelance evaluator. Kate is highly experienced at managing complex and sensitive data collection and analysis, in community settings. She has a Masters in Conflict Prevention and Peacebuilding and specialises in community empowerment, project management and participatory evaluation. Contents

Background to this report 4 About Each Amazing Breath CIC, ‘Take Five’ and the ‘Take Five’ Steering Group 9 Executive Summary of impact – Worksop Priory CE Primary School 13 Executive Summary of impact – Sparken Hill Academy 14 Overall trends based on analysis of both schools 15 Evaluation Approach 16 On Grounding and Evaluating Resilience and Capacity 18

Section 1 – Worksop Priory CE School 21 - About ‘Take Five’ at Worksop Priory CE School 22 - Evaluation methodology used 25 - Questions 1-9 results for Year 6 27 - Summary of children’s qualitative feedback 34 - Questions 1-9 results for Year 5 – Control Group 35 - Teacher and Headteacher’s feedback 36

Section 2 – Sparken Hill Academy 38 - About ‘Take Five’ at Sparken Hill Academy 38 - Evaluation methodology used 39 - Questions 1-5 results 40 - More about impact on students most ‘at risk’ 45 - More about the shifts towards the most positive response options 47 - Summary of children’s qualitative feedback 49 - Principal’s feedback 50 Appendix 1 – Evaluation Scales used at Sparken Hill Academy 51 Appendix 2 – Evaluation Scales used at Worksop Priory CE Primary School 52 Gratitude 53 Background to this report

‘Take Five’ has grown from the ‘bottom-up’ using the insight of residents from Manton, Worksop, and Officers from a variety of disciplines who came together at a two day workshop in March 2014. A short film about this workshop can be seen via this link: https://vimeo. com/114517807 Bringing alive this vision required the proactive involvement of many organisations from a range of settings: Community Safety, Public Health, Family Support Service and, of course, Schools and Academies.

The Schools and Academies All the Heads and Principals involved in the pilot played a highly valued role and we are keen to convey at the start of this report how fortunate the ‘Take Five’ Steering Group were to engage with such remarkable leaders. This report focuses on the impact on young people. However, it does not convey much detail about how, through working together, we have developed a variety of practical models to bring alive ‘Take Five’ within busy School and Academy settings. As Richard Lilley, Principal of Sparken Hill Academy states on Page 50 of this report: “The ‘theory’ behind the mindfulness aspect of ‘Take 5’ was never really in question. Eliciting change for the large number of participants (adults and children) within an organisation can however prove somewhat difficult”. Through the ‘Take Five’ pilot it has been possible to develop a number of workable models of how to achieve this, and we are hugely grateful to the Schools and Academies involved for their work and dedication in bringing this about. This report focuses on the two schools that volunteered to work with us on evaluating the impact. The evaluation process also involved considerable work and we are grateful to Sparken Hill Academy and Worksop Priory CE Primary School for the time and care they invested in the evaluation process. In particular, this evaluation process would not have been possible without Phil Abbott, Headteacher and Lesley Howard, Pastoral Care Lead, at Worksop Priory CE Primary School and Richard Lilley, Principal at Sparken Hill Academy.

The Officers ‘Take Five’ at School is deliverable as a standalone initiative for a school to deliver. However, the Steering Group were also keen to pilot how ‘Take Five’ could relate to other settings; thus we also piloted ‘Take Five in the Community’, ‘Take Five at Work’ and ‘Take Five at Home’. (Evaluation of the impact outcomes in these settings is available in other reports and films). Many Officers worked with us on the integration of these initiatives within a local setting, with the aim of bringing alive social and personal outcomes related to key agendas in Nottinghamshire such as: Community Safety, ‘Preventing Demand’, ‘No Health without Mental Health’, Academic resilience, ‘Closing the Gap’, and ‘Duty to Prevent’.

The Residents Creative energy started ‘Take Five’, and Manton residents were central to this. We are also grateful to BCVS and CSL for their work in helping to facilitate this. Other residents have become involved along the way, and each and every one of them has played a role in helping us to adapt to need and learn.

The Funders Bassetlaw and Newark and Sherwood Community Safety Partnership funded the initial Each Amazing Breath pilot, and Preventing Demand (via the Home Office and Nottinghamshire Police) and Nottinghamshire County Council funded ‘Take Five at School’. We are very grateful to them. Each Amazing Breath’s contribution to all this centres on our passion to ensure that everyone, including people with significant challenges, can grow in presence and self-mastery. Through basing our approach on understanding the impact of trauma on the body and mind we aim to help each person realise themselves as fully as possible.

When we are in school ‘Take Five’ helps to: Make me more connected to other people and helps me feel better. We don’t tell each other off for no reason. Stops you from talking, like in a quiet zone. If you feel like you’re going to do something naughty it helps you not to do that. Makes you connected to more people. Happy! It clears the brain from problems. Makes me feel like I’m in a brand new world. It calms you down. If you do it before sport it makes you believe in yourself. Energetic! Class feels quieter afterwards. Gets us ready for the next lesson.

5 When we are outside school ‘Take Five’ helps to: Calm me down after Scouts because it’s mayhem. When my brother teases me I do it afterwards so I don’t shout at him. Makes me feel like I’m in a brand new world. Help you feel calm and forget about your stresses. You can do it anywhere – sometimes I do it in my bedroom because my sister gets me frustrated and it helps me sort out the problem and I also use it as a

‘Negotiator’ on the bench at school. When I’ve just had a fall out with my sister or mum it helps me calm down and apologise. I use it for boxing – I calm myself down by breathing. I do it if I’ve done some sport: breathing helps to calm me down. Slowly eased my anxiety attack. When I’m a bit panicky in front of people, it helps me to be more confident in front of people to talk. ‘… a key asset to changing behaviours for the better…’

Councillor Glynn Gilfoyle, Chair of the Community Safety Committee at Nottinghamshire County Council, which part funded ‘Take Five’, visited Take Five Ambassadors and commented:

“Sometimes we all need to stop and take a deep breath before we say or do something out of character.

This technique has given these young people the skill and ability to identify that moment and deal with it.

It’s also given them the confidence to be able to deliver the training themselves throughout their school and has been a key asset to changing behaviours for the better, not just of the young people involved but also the adults.”

7 Endorsement – A Public Health perspective

This school-based pilot project teaches the practice of simple breathing techniques of 30 seconds to 5 minutes duration to children and young people. The attention to the breath increases self-awareness, self-belief, self-confidence, self-esteem and self-efficacy and it means children develop insight, are more resilient and able to respond to situations rather than react. The evaluation demonstrates that this has a positive effect on the children and their behaviours, attitudes and relationships with key people and environments in their community, supporting them both at home with their families, and in school with their teachers, peers and friends. It shows improvements in reported levels of stress, time pressure and an increased ability to cope with challenges in their lives. This reflects on increased attendance at school, an increase in focus and concentration, on their ability to learn and their academic achievement. As a Public Health Manager, I endorse this school population approach to increased mental and emotional health and wellbeing, academic achievement and reducing health inequalities in communities. Professor Sir Michael Marmot ([1]The Marmot Review’: Fair Society Healthy Lives’(2015) http://www.instituteofhealthequity.org/projects/fair-society-healthy-lives-the- marmot-review) says, “Taking action to reduce inequalities in health does not require a separate health agenda, but action across the whole of society to address the underlying determinants of these inequalities. Hence, creating a fairer society is fundamental to improving the health of the whole population and ensuring a fairer distribution of good health.” The report concluded that reducing health inequalities would require action on six policy objectives; this project has the potential to impact on all of these objectives over the life course.

Ann Berry, Public Health and Commissioning Manager Public Health Nottinghamshire and Nottinghamshire Childrens Integrated Commissioning Hub Nottinghamshire County Council September 2015 About ‘Take Five’

‘Take Five’ is a safe, universal, resilience and capacity building skill set focused on breathing, grounding and awareness. Grounding for example is a connection with the Earth. A growing body of research is finding numerous health benefits as a result of the physical body being grounded. Studies have shown that grounding improves blood viscosity, heart rate variability, inflammation, cortisol dynamics, sleep, autonomic nervous system (ANS) balance and reduces the effects of stress. ‘Take Five’ has been developed by Each Amazing Breath CIC and involves mindful resilience practices that take between thirty seconds and five minutes, and can be practiced anywhere. Each Amazing Breath CIC, a range of organisations and Manton residents worked together in creative workshops and developed a range of ways that ‘Take Five’ can be applied, these include: TAKE TAKE TAKE TAKE FIVE FIVE FIVE FIVE IN THE AT SCHOOL AT HOME AT WORK COMMUNITY STAND STRONG STAND STRONG STAND STRONG STAND STRONG BREATHE BREATHE BREATHE BREATHE

About Each Amazing Breath CIC

Each Amazing Breath CIC is a not for profit organisation founded in 2014 by Mark Lilly and Helen Whitney. We bring practices that promote capacity, resilience and mindful awareness into the everyday reach of nearly everyone. We create patterns for people to use at work, at home and at school, (over both immediate and long-term timeframes), and we encourage attentive, honest needs analysis and smart executive planning for both complicated, and very simple daily life events. For more information on ‘Take Five’ and Each Amazing Breath CIC please visit www.eachamazingbreath.org

9 ‘Take Five’ – its roots and vision

In March 2014 a Manton (Worksop) based Steering Group of organisations and local people devised ‘Take Five’. Their vision was for ‘Take Five’ to come alive across Manton in all sorts of settings and ways, and to impact on people of all ages. To achieve this we knew ‘Take Five’ needed to be part of the daily life of schools, organisations and workplaces. However, the steering group were also very clear that it was important that ‘Take Five’ focused on the most stressful transitions that comprise local people’s daily lives. The residents involved were especially keen to help ease the daily stresses of home/school and school/home transitions.

‘Take Five’ Steering Group members include:

(from left to right) Claire Phillips, Community Noelle Barron, Leah Sareen, Catherine Burn, Organiser for CSL, Manton, Nottinghamshire County Nottinghamshire County Director of BCVS Helen Whitney Co-Founder of Council, Extended Council Community Each Amazing Breath CIC, Schools Officer Safety Officer for Young Karen Searles, CSL Co-ordinator People

About the ‘Take Five’ at School pilot.

The ‘Take Five’ at School pilot was funded jointly by the Home Office and Nottinghamshire Police, as part of the Preventing Demand agenda, and by Bassetlaw and Newark and Sherwood Community Safety Partnership. Each Amazing Breath, working with the ‘Take Five’ Steering Group, developed a pilot proposal to bring alive ‘Take Five’ in both Primary and Secondary schools in Manton during the academic year 2014/15. The aim was to have over 1000 young people taking part in a daily ‘Take Five’ practice by the end of the pilot. This target was achieved by the end of the Summer Term, and at the date of writing this report, (mid- September 2015) c. 1400 pupils and students in Manton ranging from 4 – 12 years, have at least one, and often two, ‘Take Five’ practices every school day. The children are also reporting that they are self-applying the practices in a variety of other settings. For more information on this please see: Worksop Priory CE Primary School, ‘Take Five’ at School Practice Handbook and ‘Take Five’ in the Community Impact report. The evaluation of ‘Take Five’ at School took place in the two Primary schools that were involved, and this report focuses on the impact in these two schools. However, we are keen to point out that the pilot also included the two large Secondary Academies in Worksop, namely: Outwood Academy Portland and Outwood Academy Valley. All four schools involved contributed considerable time in working positively and proactively to pilot ‘Take Five’. Examples of this include Headteachers, teachers, Senior Managers, Pastoral Care staff, and DeepSupport/Inclusion staff all being involved in steering groups. The schools also released many teachers and support staff to be trained, and allowed a range of piloting and testing to take place in relation to the evaluation scales and the trialling of differing approaches. All four schools were amazing in the commitment they showed to working in a pioneering way, and Each Amazing Breath and the Steering Group recognise the huge part they played in bringing ‘Take Five’ to life.

About the ‘Take Five’ at School Steering Group Once the funding had been secured a Steering Group was established to focus on delivery in the schools. Steering Group members included:

Primary Education Steering Group • Lesley Howard – Pastoral Care Lead and Year 6 Teacher, Worksop Priory CE Primary School • Richard Lilley – Head Teacher, Sparken Hill Academy • Leah Sareen – Community Safety Lead for Young People, Nottinghamshire County Council • Cheryl George – Senior Public Health Officer, Nottinghamshire County Council • Noelle Baron – Worksop Family of Schools Extended Schools Officer

Secondary Education Steering Ggroup • Carol Gill – Associate Assistant Principal, Outwood Academy, Portland and Valley • Claire Atrill – Inclusion Co-ordinator, Outwood Academy Portland • Sam Chapman – PLC Manager, Outwood Academy Valley • Liz Marshall – Team Leader Supporting Families, Nottinghamshire County Council • Leah Sareen – Community Safety Lead for Young People, Nottinghamshire County Council • Cheryl George – Senior Public Health Officer, Nottinghamshire County Council

Each Steering Group oversaw the ‘Take Five’ at School pilot. This included: designing the practical approach in each school, setting evaluation aims and approving evaluation scales, co-ordinating staff training and ‘Take Five’ material and resource distribution, and much valued guidance and ideas.

11 About Each Amazing Breath trainers involved in ‘Take Five’ at School

‘Take Five’ training was tailored to each school involved in the ‘Take Five’ at School pilot. Mark Lilly delivered the initial training and then Julie Christian worked within the schools during the tailoring and mentoring process over a 3- 4 month period. The training and mentoring was also accompanied by resource and support materials.

Mark Lilly, Each Amazing Breath Julie Christian, Each Amazing Breath, Training Director. Lead trainer in Nottinghamshire.

All the ‘Take Five’ practices are based on the work Mark Lilly has pioneered in North America, over the last twelve years, particularly in relation to ‘Breathing Room’, an initiative he co- founded with Dani Harris in Toronto, Canada. Executive Summary of Impact - Worksop Priory CE Primary School

Key facts about ‘Take Five’ at Worksop Priory CE Primary School: • 3 staff trained in ‘Take Five’ in November 2014 • ‘Take Five’ lead in school, Lesley Howard Pastoral Care Lead and Year 6 teacher • Staged approach to ‘Take Five’ at Priory School i.e. piloted in Year 6 in 2014/15, with view to expansion of ‘Take Five’ across the whole school • Evaluation relates to one Year 6 class and one Year 5 control class • A key school approach that ‘Take Five’ fitted in with. Quote from Phil Abbott, Head Teacher: ‘Meaningfully supporting each child to be as resilient as possible, so they can personally access their learning and meet their potential’.

The headline results below have been extracted by Each Amazing Breath from the analysed data. Unless otherwise stated all the percentage changes shown below are based on averages over 9 weeks

Concentration • 77% of students reported an improvement in concentration levels • Evidence of pre-practice levels of concentration increasing over 9 weeks • Whole class average movement shift in concentration levels of 19%

Resilience and Presence • 88% of students indicated an increase in grounding between pre and post practice • Evidence of pre-practice grounding averages improving over 9 weeks • By end of 9 weeks 88% of students indicated a decrease in stress levels in their bodies • 69% of students reported an increase in awareness of their breath • 44% of students indicated a decrease in how pressured by time they felt • 61% of students indicated an increase in their ability to cope with unexpected changes • The average increase in ability to cope with unexpected change across the whole class was 15% • Evidence of pre-practice levels of ability to cope increasing over 9 weeks

Self-perception, Positivity and connection with others • 57% of students noticed an increase in how positive they felt about themselves post-practice • 53% of students noticed an increase in how positive they felt about life post-practice • 55% of students indicate an increase in how close they feel to other people post-practice • 74% of students indicate an increase in their levels of calmness post-practice.

13 Executive Summary of Impact - Sparken Hill Academy

Key facts about ‘Take Five’ at Sparken Hill Academy: • 9 staff trained by Each Amazing Breath • ‘Take Five’ lead in Academy, Richard Lilley, Principal • Whole school approach • Evaluation relates to approximately 40% of school across all phases • How ‘Take Five’ fitted the approach of the Academy. Quote from Richard Lilley, Principal: ‘The Academy consistently, across all phases, supports pupils, including the most vulnerable, to engender “bounce-backability” and enhanced ability to self-manage their own behaviour’.

The headline results below have been extracted by Each Amazing Breath from the analysed data. Unless otherwise stated all the percentage changes shown below are based on averages over 9 weeks

Concentration

Headlines in relation to impact on concentration • 75% of students described themselves as ‘ready to learn’ following the period 2 ‘Take Five’ practice. Before the practice 43% had described themselves in this way. This indicates a 43% increase in the number of students who indicated they were ‘ready to learn’. • 33% of students indicated that the practices improved their concentration levels. • In period 2, post-practice, the percentage of students who described themselves as ‘nothing at all is distracting me’ rose by 44%.

Headlines in relation to impact on concentration of the most ‘at risk’ pupils

• In period 2, pre practice, 17% of students described themselves as ‘too stressed to focus’. After the practice 6% described themselves in this way. This indicates a 65% reduction in the number of students indicating they are ‘too stressed to learn’. Whilst this reduction relates to only 17%, they are students who indicate they are ‘at risk’ of not gaining full access to learning. In period 1 the pre-post reduction was 42%. Thus, the data would indicate that between period 1 and 2, the most ‘at risk’ students have increased their ability to gain benefit from the practices. • In both period 1 and period 2, the number of students who described themselves as having ‘loads on my mind’ (15% and 17% respectively) significantly reduced between pre and post practice, showing a 40% reduction in period 1, and a 53% reduction in period 2. Whilst this reduction only relates to 15% – 17% of students, it does demonstrate an increase in the ability of students who indicate pre-practice they are ‘at risk’ of not fully concentrating. Resilience and Presence

Headlines in relation to impact on resilience and presence • 65% of students reported an increase in awareness of their breath • In period 2 the percentage of students who described themselves as ‘I can cope with anything’ increased by 52%, pre to post practice. (24% positioned themselves in this category pre- practice, and 50% post-practice).

Headlines in relation to impact on resilience and presence of the most ‘at risk’ pupils

• In period 2, pre-practice, 18% percentage of students described themselves as ‘not coping at all’. Post-practice this reduced by 50%. Whilst this reduction relates to only 18% of students, they are indicating they are the most ‘at risk’ of struggling to cope. In period 1 the percentage reduction (pre-post practice) in the number ‘not coping at all’ was a 13% reduction, this rose to 50% reduction; thus, indicating increasing ability to gain benefit from the practice.

Self-perception, Positivity and connection with others

Headlines in relation to impact on self-perception, positivity and connection with others • Over 9 weeks, on average, 41% of students indicated an improvement in how happy they felt post-practice. • At the second period of testing there was a 43% increase, between pre and post practice, in the percentage of students who described themselves as ‘happy’. 79% of all students described themselves as ‘happy’ post-practice in period 2.

Headlines in relation to impact on self-perception, positivity and connection with others of the most ‘at risk’ pupils • At the second period of testing, pre-practice, 6% of students described themselves as ‘unhappy’. This dropped to 2% post-practice. Whilst this is a small percentage of students (11.7 students’ pre-practice and 3.9 post-practice) it does constitute a 67% decrease.

Overall summary of trends based on analysis of both schools

• High percentages of students indicate receiving positive benefits across all areas of testing. • There is a positive average movement across all areas of testing. These changes are all more, and often considerably more than, any of the changes shown in the control group. • The percentage of students that indicate a negative impact following a practice, is very small and also show a decreasing trend in period 2, in some cases to 0%. • Across all areas of testing the pre to post percentage change for the most ‘at risk’ students were considerably improved in period 1, and showed an even greater improvement at period 2. • Across all areas of testing there is a clear positive trend between period 1 and 2, and the most ‘at risk’ students increase in their ability to gain benefit post-practice. • There is evidence of pre-practice levels improving in relation to grounding, concentration and ability to cope.

15 Evaluation Approach

Each Amazing Breath were very keen that the evaluation approach was based on participatory evaluation so that the key stakeholders were integrally involved in agreeing the aims of the evaluation and its approach and design. It was also important that any questions asked of the participants were also phrased to give them an opportunity for insight and reflection as they moved through their answers. This is a Community Development approach, based on Capacity building and participatory design. The development of a quantitative method of evaluating ‘Take Five’ was a priority of the ‘Take Five’ Steering Group. In late 2014 the Steering Group agreed the priority areas the evaluation needed to probe were: • Improved resilience. They were interested in achieving what they described as enhanced ‘bouncebackability’. • Improved self-awareness, emotional control and related behaviour improvements • Improved focus and attention The group undertook an initial review of the various resilience and capacity scales that Each Amazing Breath circulated. It was agreed to develop tailored scales to achieve the aims of the evaluation and a sub-group of the Steering Group be established to develop and pilot a scale for Key Stage 1 and 2. They requested that the Key Stage 1 scale have images. The evaluation sub-group consisted of: Leah Sareen, Community Safety lead for Young People at Nottinghamshire County Council; Noelle Baron, Worksop Family of School’s Extended Services Officer; Helen Whitney, Managing Director of Each Amazing Breath; Mark Lilly, Training Director of Each Amazing Breath and Kate O’Dell, Evaluation Consultant. This group met a number of times and reviewed various resilience and mindfulness scales, and piloted some of them in schools. Their evolution of thinking about the scales, how they related to resilience frameworks and how they piloted them is set out in Each Amazing Breath’s 2014 Evaluation Report. (Copy available on request) It is within this context that the evaluation sub- group and the Steering Group finalise the two scales used in the evaluation. See Appendix 1 for the Key Stage 1 scale and Appendix 2 for the Key Stage 2 scale. About the piloting of the questions The piloting aimed to establish: • Age appropriateness, in terms of children understanding the questions • Useful notes for teachers to ensure a consistent and clear message about what each question was about, should questions arise from the children. E.g. Grounding was explained as their sense of connection to the ground, how solid the Earth and things felt. • Ease of use of the scales Thus, final questions were drawn from multiple sources, including: • the aims of the ‘Take Five’ Steering Group • the work of the sub-group • over twelve years of hands-on experience of Mark Lilly (Founder of www.streetyoga.org Co-founder of Breathing Room (https://www.youtube.com/ watch?v=0wovyDDTUIE) and the work of a variety of subject matter experts (www. yogaservicecouncil.org). Mark Lilly is one of the Co-Founders of The Yoga Service Council. It was also influenced by tried and tested stress scales, resilience measures, dissociation and trauma scales and was influenced by World Health Organisation capacity measurements (WHODAS). The ACE Study as well as positive health markers, were all sourced as part of the Each Amazing Breath evaluation process. • Perceived Stress Scale (http://www.mindgarden.com/documents/PerceivedStressScale. pdf) • Dissociative Experiences Scale (http://www.rossinst.com/dissociative_experiences_scale. html) • Connor-Davidson Resilience Scale (http://www.cd-risc.com/) • Other Resilience Scales (http://www.hqlo.com/content/pdf/1477-7525-9-8.pdf) • Mindfulness Attention Awareness Scale (http://www.mindfulness-extended.nl/content3/ wp-content/uploads/2013/07/MAAS-EN.pdf) • The Adolescent Self-Regulatory Inventory (http://eric.ed.gov/?id=EJ766737) • WHODAS 2.0 (http://www.who.int/classifications/icf/more_whodas/en/) • Adverse Childhood Experiences (ACE) Study (http://www.cdc.gov/violenceprevention/ acestudy/) We are keen to emphasise that the process of collaboratively agreeing the evaluation methodology, via the Steering Groups was a lengthy task. Central to the final choice of the scales were: • Reference to the Ofsted Framework and priorities • Tailoring to needs of school and partners See Appendix 1 for the Key Stage 1 scale and Appendix 2 for the Key Stage 2 scale.

17 Once the raw materials were assessed, the full Steering Group and all the schools involved in the baselining process discussed and agreed upon the points of testing and size of the evaluation. Given that Sparken Hill Academy had decided on a whole school approach it was agreed that a control group would not be possible. Instead it was agreed that the evaluation would involve c. 200 children across a range of classes at three points of testing. Worksop Priory CE School had decided that they would be piloting ‘Take Five’ in Year 6 only and, therefore, they were happy to offer a more intensive weekly data collection process, and were also able to offer a control group. On Grounding and Evaluating Resilience and Capacity:

This section attempts to explain how grounding works and how it contributes to resilience and growing self-mastery. In the ‘Take Five’ practices, grounding is one of the central elements. It is undertaken primarily standing or sitting.

Benefits and Observations From the realm of physics, the definition of the word itself is very instructive to the work of reducing stress and fostering capacity and resilience instead. The online Physics Classroom writes: “Grounding is the process of removing the excess charge on an object by means of the transfer of electrons between it and another object of substantial size. When a charged object is grounded, the excess charge is balanced by the transfer of electrons between the charged object and the ground.” For people, grounding literally removes the excess energies of stress, anxiety and Post Traumatic Stress Disorder (PTSD). There is a range of research that relates to the benefits of grounding. E.g. http://imjournal.com/pdfarticles/IMCJ10_3_p16_24chevalier.pdf Each Amazing Breath have studied the effects of grounding on both the youth and adults who have undertaken to learn and build the practice for themselves. The key findings have been: 1) grounding helps people lower the amount of energy they are expending, a letting down of held tension or exertion, all without losing focus or awareness. In fact, focus and awareness have been shown to increase largely in this case due to the freeing up of energetic and noticing resources. 2) grounding helps people feel greater ease, and less burden, in their body, specifically in their shoulders and back. As these are two places where great amounts of stress are stored, this relaxing of tension lowers both stress and pain, and in so doing, again frees up personal resources that can be put to better use than managing pain, such as meeting needs, accessing services or holding down meaningful employment. 3) grounding helps people feel more capable to decide and act in furtherance of their own, their students, clients and families well-being. These grounding practices help people free up awareness abilities such as noticing without judgement and discernment that had been dormant or underutilized. As well, through easing of pain and possibly even better sleep, people have more physical vigour to meet their daily needs. Evaluating groundedness, or the efficacy of grounding practices is nowhere near as easy as measuring, for example, Body Mass Index - (BMI) but it can be seen through various lenses nonetheless. Each Amazing Breath’s evaluation questionnaires were devised to provide a body- mind and capacity-resilience framework for understanding the effectiveness of the workshops and materials, and to guide staff and participants alike in how the practices affect daily life.

How grounding was explained to the children at baseline Once the children had had a grounding experience there was little difficulty in explaining this phrase. However, at the start of the process the term needed to be explained. The children were told it was how connected they felt to the ground and how solid the Earth and things felt underneath, and how this supportive sensation could help them be more stable and less stressed.

Awareness of Breath Breathing itself – that is mindful, attentive, breathing that is slow and deep – has been shown to calm or ease the sympathetic nervous system, cueing the body to expend less energy on real (or often perceived) threats, as well as reducing the amount of energy spent worrying or fretting over a particular situation. These reduced neural and energetic expenditures have the immediate benefit of allowing a greater reserve of feelings of well-being, coupled with increased stores of available energy for undertaking life activities. But within breathing, there is both space and opportunity for fine-grained awareness. ‘Take Five’ practices begin with the most fundamental unit being described as ‘Two Breaths’. Many levels of cardinality can be chosen, from nanometers to lifetimes, but we found that a two breath practice is robust enough, but highly portable and very compact, such that nearly anyone can access it and breathe more mindfully. The obvious gain right away is the lessening of stress and the decreased activation of the sympathetic nervous system. But more long-term is the development of the skill of discernment. This is done through awareness mini-practices. By taking something so simple – and so often overlooked – as two, mere breaths, and creating space of experience within that cycle, a greater mental and neural awareness is fostered. This awareness allows people to better perceive their needs, and in some cases their trigger points – allowing for a de-escalation of violence and tension, and a substitution of calmer approaches to solving problems and meeting needs.

19 It is because of these primary causes and benefits that ‘Take Five’ practices are useful in schools, for staff and students alike, as well as in homes, agencies, community centres and hospitals and other frontline workplaces such as prisons, group homes and across a wide variety of charitable services.

On tailoring to need A central element of the ‘Take Five’ approach is how these resilience building practices (grounding, breathing and awareness), can be applied practically within complex and busy schools and Academies. This involves a range of approaches that include: • Staged sharing of the experience of embodying the practices • Honest needs analysis and smart executive planning for both complicated, and very simple application • Mutually developed plans to effectively, and safely, ripple the sharing across the organisation through the creation of patterns of practices for people to use at school, over both immediate and long-term timeframes • Careful marketing and positioning of the practices within busy organisations in which there may be little whole-organisation experience, or understanding of the practices, or the related benefits This practical application process is as central to ‘Take Five’ as the practices themselves. Section 1 – Worksop Priory CE Primary School

Worksop Priory CE Primary School Year 6 class. About Worksop Priory CE Primary School Worksop Priory CE Primary School is a medium sized Primary school located on the southern edge of Worksop Town with approximately 280 pupils from Foundation to Year 6. The school’s population is predominately white (92% White British), with some significant numerical gender imbalance in a number of cohorts. The intake overall has an extremely varied social composition. A large majority of pupils come from Worksop South East ward and in recent years, this area was rated in the top 4% nationally for deprivation, according to the Index of Multiple Deprivation and displays the 12th highest level of deprivation in Nottinghamshire. As a result, the school is committed to improving the life chances of all its pupils. Parental aspirations are variable, and the school works hard to engage with hard to reach parents, or those with low skills levels. To this end, the school works in close partnership with multi- agency support groups.

“The school is proactive and incredibly focused on meaningfully supporting each child to be as resilient as possible, so they can personally access their learning and meet their potential. In today’s educational climate, it would be easy to place all our efforts on academic achievement rather than embrace the whole child. We believe the key to achieving academic

21 success lies in our ability to make brave decisions and explore innovative ideas that research is beginning to point to as a possible means to improve outcomes for children. We are delighted by the way ‘Take Five’ is helping us to achieve this.”

Quote from Phil Abbott, Headteacher at Worksop Priory CE Primary School at the ‘Take Five’ Celebration Event in July 2015

About ‘Take Five’ at Worksop Priory CE School In November 2014, a number of staff at Worksop Priory CE Primary School were trained by Mark Lilly in ‘Take Five’. Lesley Howard, Lead for Pastoral Care and a Year 6 teacher then worked with the ‘Take Five’ at School Steering Group and Each Amazing Breath between November 2014 – February 2015, following which Lesley started introducing ‘Take Five’ into the school. Lesley was able to provide some positive written feedback about how they were getting on by early March.

These are my thoughts and feedback so far: I have been introducing ‘Take Five’ to our Year 6 class. This particular cohort struggle with focus sometimes so they seemed the ideal group to begin with. The good news is that the children are really enjoying it so far! We are taking it quite slowly – working on grounding and getting the breathing right – the breathing is something they are still finding a little tricky at the moment (breathing in/out slowly and holding the breath – they want to do it all in a rush, but we are gradually lengthening this and they are improving day by day!) The class teacher is also joining in, is feeling the benefit and is now very keen to continue. There is a noticeably calmer and more settled atmosphere in the classroom after the practice and the children seem much calmer, focused and ready to learn. They must recognise the benefits of this themselves as when we recently did a practice exam paper they immediately asked if we were going to do the breathing first, which was excellent. We do tend to use it after play times and before lessons, especially when we have moved around school to different classes, as a way of grounding and settling the children once more.

A few weeks after receiving this feedback, a film was made with Lesley and the children to convey some of this impact. This film can be viewed on the Each Amazing Breath website: www.eachamazingbreath.org. The children were also reporting self-application of the practices in a variety of playground, community and home settings, and were also requesting the practices in lessons and prior to mock SATS tests. In addition, the Year 6 class expressed a desire to continue to have a daily practice of ‘Take Five’ when they transitioned to Key Stage 3. At this point Outwood Academy Portland and Valley (the two main Academies the children transition to), engaged with the Year 6 class and explained that all Year 7 classes at both Outwood Academy Portland and Valley would be doing ‘Take Five’ practices twice a day from September 2015. Each Amazing Breath then worked with both Outwood Academies to train all 220 staff in ‘Take Five’ during the Summer Term, in readiness for the Year 6 transition. (Please also note, that both Academies had trained all their Deep Support and Inclusion staff in ‘Take Five’ during the Spring Term of 2015). Parallel to this, the children expressed a desire to learn how to teach ‘Take Five’ to others. Each Amazing Breath’s lead trainer in Nottinghamshire, Julie Christian, then worked with the school to develop a 6 session training programme to facilitate 16 children to be ‘Take Five’ Ambassadors and produce a tailored Worksop Priory CE School ‘Take Five’ Handbook. In the last weeks of the Summer Term the Year 6 class were able to share their ‘Take Five’ skills with other children across Year 2-5. The Year 5 children, who had been the control group were then (after their final control survey) able to have their first experience of ‘Take Five’.

‘Take Five’ Ambassadors teaching Year 4 students.

On 21st July, the 16 Year 6 children at Worksop Priory CE Primary School were presented their ‘Take Five’ Ambassador Certificates by Dr J S Bilkhu, High Sheriff of Nottinghamshire.

23 The ‘Take Five’ evaluation took place over 9 weeks during the summer term with the Year 6 class.

Celebrating ‘Take Five’ at Worksop Priory School The children were delighted to be able to showcase their ‘Take Five’ skills and share how they had benefited at a Celebration Event on 21st July, attended by a range of distinguished guests.

‘…a shining example…’ Dr. Jas Bilkhu, High Sherriff of Nottinghamshire commented after his visit: “It was a real privilege for me and my Health and Well-Being Ambassador Sue Cooper to visit the Worksop Priory CE Primary School and witness at first hand the way the children and staff have embraced the ‘Take Five’ project. They were keen to display the skills they had acquired and how it had helped them and their peers to keep calm and help with their studies. The project very much chimes with my own theme of ‘Health and Wellbeing’ for my High Sheriff year. I very much hope that the Priory School will act as a shining example and inspire other schools in the Nottinghamshire area to adopt this important life skill.”

‘… a key asset to changing behaviours for the better…’ Councillor Glynn Gilfoyle, Chair of the Community Safety Committee at Nottinghamshire County Council, which part funded ‘Take Five’, commented: “Sometimes we all need to stop and take a deep breath before we say or do something out of character. This technique has given these young people the skill and ability to identify that moment and deal with it. It’s also given them the confidence to be able to deliver the training themselves throughout their school and has been a key asset to changing behaviours for the better, not just of the young people involved but also the adults.” About the Year 6 data collection There is one Year 6 class at Worksop Priory CE School. There are 24 students in the class. The students undertook at least one, and often 2-3 ‘Take Five’ practices each school day. The most regular time for their practice was on returning to the class after their lunch break. Each week, for 9 weeks, on a Thursday, the children completed a pre-practice questionnaire and a post-practice questionnaire. Class numbers varied between 19 -24 from week to week.

Evaluation methodology used - Data analysis methodology The students were asked to complete a questionnaire once a week both before and after taking part in the breathing practice. They repeated this over a 9 week period. A baseline was taken in February 2015 and this showed average pre-practice levels actually in-line with the week 1 pre-practice levels. These results will illustrate the impact of the breathing practices over the 9 week period comparing the pre and post results as well as the week 1-9 results. The questionnaire had 9 questions with a scale of 0-7 (8 options). See Appendix 2 for the full questionnaire. The data collected was input into Excel where averages were taken for pre and post answers from week 1-9. The data is all demonstrated in percentages due to the different numbers of students taking part each week. The average scores week 1-9 were calculated by adding all the scores and dividing them by the number of students taking part each week. The percentage of students experiencing increases, decreases and no impact were calculated by listing all the results and comparing the pre and post results to state whether the number increased, decrease or stayed the same. These were then totalled up for each question (X number of students witnessed an increase) then worked into a percentage in order to compensate for different student numbers each week.

25 Evaluation results for ‘Take Five’ at School. Worksop Priory CE Primary School 9 week programme. Question 1: How grounded do you feel? The graph below illustrates average student scores before and after practice from weeks 1-9. It is clear that students consistently felt more grounded as a result of taking part in the practice. The weekly average saw 88% of students indicate an increase, 9% feel the same and 3% (6 out of 177 results) who noted a decrease. What is also apparent is that between week 1-9, student’s pre-scores had improved from an average starting point of 3 to 4 suggesting students on average are feeling more grounded from week to week.

Question 2: Are you holding stress in your body now? Results were expected to fluctuate in this category as students plot their awareness of stress rather than their levels of stress. From the results below, a steady decrease in students reporting their awareness of stress and instead indicating a decrease in stress levels as a result of the training can be seen. By week 9, there were no students reporting an ‘increase in stress levels’ (an awareness of stress) with 88% of students noting a decrease as a result of the practices. question 2 Increase Same Decrease week 1 37% 13% 50% week 2 21% 26% 52% week 3 21% 21% 58% week 4 10% 29% 61% week 5 18% 35% 47% week 6 5% 36% 59% week 7 20% 30% 50% week 8 7% 21% 72% week 9 0% 12% 88%

27 The average weekly scores plotted on the graph below also indicate this gradual decrease in stress levels with the blue line indicating pre-practice scores and the red indicating post- practice. The reduction in stress levels ranged from 0% at week one to 38% at week 9.

Question 3: Do you feel able to concentrate now? The results indicate that student’s pre-practice level of concentration has steadily improved between week 1 and 9 suggesting a long term improved capacity in students to concentrate.

The difference between the pre and post practice evaluations also illustrates a fairly consistent increase in student’s concentration levels as an immediate impact of the practices. On average 77% of students reported an improvement. The average shift from pre to post results was a 19% improvement in concentration levels.

Question 4: Are you aware of the quality of your breathing at the moment? Students were asked to rate how aware of their breathing quality they were before and after the practices. Across the 9 week period, there is a consistent level of impact with students reporting to be more aware of their breath prior to the practices and after the practices. The weekly average percentage of students reporting an increase was 69% (119 out of 177), with a further 24% stating no impact and 5% noting a decline in their awareness (14 out of 177). On average students were 20% more aware of their breath. question 4 increase same decrease week 1 71% 21% 8% week 2 61% 30% 9% week 3 63% 11% 26% week 4 76% 24% 0% week 5 76% 18% 6% week 6 59% 36% 5% week 7 65% 25% 10% week 8 79% 14% 7% week 9 59% 41% 0%

Question 5: At this moment how positive do you feel about life? The student’s response to this question was fairly consistent throughout the 9 weeks, with an average of 53% of students reporting an increase. Only 9 out of 177 students stated a decrease in positivity. The rest (38%) marked no noticeable change pre and post practice. On average students felt 11% more positive about life after taking part in the practices.

29 Question 6: Do you feel pressured by a lack of time at this moment? The results of this question are less consistent from weeks 1-9 with peaks in weeks 4 and 5 with a higher level of pressure reported before the practice. The peaks however do correspond with a greater impact as a result of the practices. Both weeks saw the students reduce their stress levels by 25% unlike the other weeks which saw an average decrease of 13%.

The table below shows the average percentage of students that reported an increase in stress levels, felt no difference and felt a decrease in stress levels over the 9 week period. question 6 increase same decrease week 1 42% 21% 37% week 2 22% 26% 52% week 3 42% 21% 37% week 4 24% 19% 57% week 5 18% 41% 41% week 6 18% 36% 46% week 7 35% 35% 30% week 8 21% 36% 43% week 9 0% 47% 53%

On average, 25% of students saw an increase in how pressured by time they felt although by week 9, no students were reporting an increase. On average 44% of students felt a decrease in pressure with 31% not noticing any difference. This corresponds with question 2 (are you holding stress in your body) where there were no reports of stress either at this time.

Question 7: In this moment do you feel a sense of connection to other people? The graph below indicates the fluctuations in how connected students feel prior to taking part in the practices from week 1 to 9. The result following the practice is however more consistent with the average score being 5 out of 8. On average 55% of students indicate an increase in how close they feel to other people following the practices, whereas 32% report no change and 14% making a decrease. The average improvement illustrated in the graph below was a 14% increase in how close students felt to others as a result of the practices. Question 8: In this moment do you feel able to cope with any unexpected changes? This question was testing student’s capacity level to deal with unexpected changes. The weekly changes of pre-practice evaluation illustrate an improvement in capacity from week 1 to 9 with students making a 13% increase. The difference between pre and post practice results is also consistent making a 15% average increase in student’s capacity levels. On average 61% of students reported an increase as a result of the practices. 30% did not notice an impact with only 9% (9 out of 177) stating a decrease.

Question 9: Do you feel positive about yourself at this time? Despite the out of trend pre-result result for week 9, students illustrated a fairly consistent improved pre-practice level of positive feelings about themselves. The average score ranged from 4 to 5 pre-practice and 5 to 6 post-practice. The final week illustrated a dip in pre- practice levels of positivity but still saw students reach their average post-practice score of 6 making an average increase of 25% compared to the typical 13%.

31 On average, 57% of students noticed an increase in how positive they felt about themselves after taking part in the practices. 33% of students marked no impact with only 10% suggesting they felt less positive. question 9 increase same decrease week 1 58% 33% 9% week 2 66% 17% 17% week 3 42% 42% 16% week 4 71% 19% 10% week 5 47% 41% 12% week 6 45% 41% 14% week 7 60% 35% 5% week 8 57% 36% 7% week 9 65% 35% 0%

Question 10: How calm do you feel at this moment? The graph below indicates how calm students felt on average pre and post-practice ranging from weeks 1-9. A consistent improvement of 25% can be seen across the time scale with only week 5 fluctuating. This week saw a higher level of pre-practice calmness with the average score of 6 still being reached but only a 13% increase was needed to achieve this. The weekly average percentage of students reporting an increase in their levels of calmness was 74%. Only 19% recorded no impact with 7% of students reporting a decrease in how calm they felt. As seen below, the number of students reporting a decrease in how calm they felt was decreased to zero in weeks 8 and 9, this corresponds well with questions 2 and 6 with how stressed and pressured students felt being reduced to zero in week 9. The general trend from week to week illustrates a general decrease in the number of students reporting a decrease in concentration levels. question 10 increase same decrease week 1 79% 8% 13% week 2 70% 17% 13% week 3 68% 21% 11% week 4 71% 19% 10% week 5 88% 12% 0% week 6 73% 18% 9% week 7 70% 20% 10% week 8 79% 21% 0% week 9 65% 35% 0%

33 Comments: • I feel really relaxed. • The breathing makes me feel much calmer. • I feel very happy now I’ve done the breathing. • I am very calm about everything going on right now. • I feel really calm after doing the breathing, it helps a lot. • It helps me to calm down at home. • I love the breathing because it helps me relax and be calm. • We have used it for our SATS. • I feel loads calmer. • It helped me calm down about exams. • I love breathing when I’m angry, it helps me. I also like breathing before an activity. • I love doing this! • It has helped me from playtime to calm down. • It has stopped me worrying. • I use it at home if anything has happened. • I feel very calm and in harmony with others. • I do this at home when I fall out with someone in my family. • The breathing is the best way to calm down. • I feel relaxed. • This helps me outside of school too. • I love doing this with my sister. • Breathing helps me to be calm and happy. • Makes me much calmer. I am happy I found breathing. • It works to get rid of stress in my body. • Breathing has turned me into a better person and a better listener. It also helps me concentrate. • I think we feel calm because we’re feeling relieved to get the fresh air when we breath. • It makes you awake but sleepy as well. • Over the weeks, the breathing has really helped me, and I have been gradually getting better. • I love this! It has changed my life! Facilitator comments: • Students are actively requesting to do the exercises before lessons and stressful situations like exams. • Students are checking that we will be continuing the practices in the future. • We love this and so do our children! • Students are enthusiastic and open to using the practices. • One child used it to calm himself down-unprompted. He said it helped him to calm down. Control Group at Worksop Priory CE Primary School The Year 5 class at Worksop Priory CE School, which consisted of 26 students, were selected by the School as a control group. None of the students took part in ‘Take Five’. The class completed the pre-practice questionnaire on three occasions during the 9 weeks that Year 6 were being evaluated. Test points were once in week 1, once in week 5 and once in week 9. All the data was captured through pre-practice questionnaires (Appendix 2) administered by the teachers. Each teacher was given an instruction sheet prepared by Kate O’Dell. The control group were asked to complete the same evaluation as Year 6 at week 1, 5 and 9 to give us a baseline, mid-point and final evaluation to compare the impact with Year 6. The Table below summarises the average scores at these points of testing. They illustrate a fairly consistent set of results.

Question week 1 week 5 week 9 1 How grounded do you feel? 4 4 3 2 Are you holding stress in your body now? 3 2 3 3 Do you feel able to concentrate? 5 5 5 4 Are you aware of the quality of your breathing at the moment? 2 4 4 5 At this moment, how positive do you feel about life? 5 5 5 6 Do you feel pressured by a lack of time at this moment? 3 3 4 7 In this moment, do you feel a sense of connection to other people? 5 4 5 8 In this moment, do you feel able to cope with any unexpected changes? 3 5 5 9 Do you feel positive about yourself at this time? 5 5 5 10 How calm do you feel at this moment? 5 5 5

Key to table above Percentage this represents 0% Questions 3, 5, 9 and 10 illustrate a consistent result. 4% Questions 1, 2, 6 and 7 illustrate a 4% average improvement over the three weeks. 8% Questions 4 and 8 however illustrate an average improvement of 8%, despite not taking part in the breathing exercises. This suggests an overall improvement in student’s awareness of breathing quality and their ability to cope with unexpected changes.

This data is also presented overleaf as a bar chart

35 Headteacher’s and teacher’s feedback from Worksop Priory CE Primary School

Taking part in the Each Amazing Breath ‘Take Five’ initiative has been a transformative experience; both for the children and the adults involved, with colleagues, friends and family noticing a difference in both the pupils and adults involved. It provided a quick and effective strategy that could be used frequently throughout the day to reduce anxiety and tension, and improve the atmosphere in the classroom. The class involved in the pilot had a challenging dynamic. With a diverse range of needs, both academically and socially, they required a vast range of strategies to allow them to develop into the individuals and group they eventually became. The breathing techniques contributed significantly to this. As a tool for behaviour management, ‘Take Five’ enabled staff to immediately calm, focus and energise the children when required. At times of anxiety for the children, the calming effect of the breathing allowed staff to get beyond the ‘fight, flight or freeze’ impulse quickly so that the children could think more clearly, gain a sense of balance and take control of the situation. Though not the only strategy employed, these techniques clearly had a recognisable effect on their ability to relax, focus and concentrate, which impacted not only on their learning outcomes, but on their emotional wellbeing.

The children clearly recognised the benefits of ‘Take Five’ for themselves, and requested the practices regularly throughout the day and week. It is a strategy that they internalised and began to use independently – one child, with particular behavioural issues, began to regularly and autonomously use the ‘Take Five’ practices as means of prevention and anger management prior to situations escalating. Similarly as the year progressed, there was a lessening of children in this group attending Pastoral Care as they used this strategy to self-manage their reaction to issues. Knowing that they left us for Secondary School equipped in this way is hugely reassuring.

Now that the pilot is complete, it is our intention to continue developing the use of ‘Take Five’ in school, with all year groups participating. Staff are positive that they will continue to use the strategies, and can confidently say that it is one of the easiest and most effective concepts they have encountered.

Section 2 – Sparken Hill Academy

About Sparken Hill Academy Sparken Hill Academy has approximately 520 students from Foundation to Key Stage 2. The academy serves a predominantly economically and socially deprived catchment area. Many pupils exhibit emotional and behavioural difficulties. The academy is dedicated to changing life chances of all of its pupils and does so in a state of the art new building opened in 2011. The academy embraces community working and has amongst its strategies, a Community Team (previously Family Support team) and three sets of therapeutic counsellors. All 21 classes were involved in a daily ‘Take Five’ practice during the Summer Term of 2015. Towards the end of the Summer Term 10 students were trained as ‘Take Five’ Ambassadors. “It is a firmly held belief that in striving to promote optimum learning outcomes for our children, schools are constantly required to quantify, measure and continually analyse the academic, moral and social ‘value’ added to each of the children in our schools. Although sound in its theoretical application, the model can fundamentally overlook the core function of schools – to help create citizens for tomorrow’s world. ‘Take 5’ essentially provides pupils with the tools to independently manage their individual emotional state and by such, aid readiness for learning. Not only is it a valuable tool for the teachers, it is proving invaluable in its independent application outside of the classroom.”

About ‘Take Five’ at Sparken Hill Academy In November 2014, 9 staff at Sparken Hill Academy were trained by Mark Lilly from Each Amazing Breath CIC in ‘Take Five’. Richard Lilley, Principal of Sparken Hill Academy then worked with the ‘Take Five’ at School Steering Group and Each Amazing Breath between November 2014 – May 2015 to achieve the following: • Piloting of the practices with a Year 4 and a Year 6 class • Additional training for staff within the school setting • A practical plan to bring alive a ‘Take Five’ practice in each class, Foundation – Year 6, once a day, during the Summer Term 2015 • Tailored provision of resource materials and mentoring for staff • The rollout of a daily ‘Take Five’ practice across the whole school agreed as 5th May. Baseline and post practice data collected • 9 weeks of daily ‘Take Five’ practice plus, pre and post scales data collection on 7th July Each Amazing Breath provided support and mentoring for teaching staff during the 9 weeks of rollout in the form of short training sessions during lunch times and some classroom based mentoring, as required. By week 5, it was agreed to also pilot a 4 session ‘Take Five’ Ambassador training programme with a hand selected select group of 10 Year 5 students. During the last week of the Summer Term these Ambassadors began leading classes in ‘Take Five’ in select classes across the Academy with the view that, in the Autumn Term 2015, they would lead a short practice each day.

Evaluation methodology used - Data analysis methodology There are c. 520 students at Sparken Hill Academy, Foundation – Year 6. It was agreed that approximately one third of the school would be involved in the survey (Using Appendix 1). The first survey took place on 5th May and included classes from across the school. These were chosen by the school and included classes from Foundation, Key Stage 1 and Key Stage 2. 262 students were involved in the first period of survey. The second point of survey was on 7th July and involved the same classes that were surveyed in period 1. However, there were many activities happening in school/school trips and so the number of children involved on 7th July was 195. During the 9 weeks between the period 1 survey and the period 2 survey all the children experienced a daily ‘Take Five’ practice led by their teacher. The data was captured by the teachers using an instruction sheet prepared by Kate O’Dell. As the numbers evaluated at periods 1 and 2 vary, all results will be calculated as percentages. The data collected at pre and post practice were input into Microsoft Excel where they were compared. This was repeated for evaluation periods 1 and 2. The data captured through this process illustrates any immediate impact as a result of taking part in the practices. The results of this comparison for period 1 and 2 are then compared to highlight any consistent changes over the programme’s implementation.

39 Evaluation results for ‘Take Five’ at School. Sparken Hill Academy 9 week programme. Question 1: How do you feel at this moment? This scale ranged from a cross face at number one, up to a smiling face at number four. Students were asked to circle which face best represented them at this moment. The graph below indicates the percentages of students who selected each option both pre and post practice at evaluation period 1 and 2.

Figure 1: Evaluation Period 1 Figure 2: Evaluation Period 2

The student’s pre-practice results are fairly similar with 5% at period 1 and 6% at period 2 positioning themselves at the most negative end of the scale, and 53% at period 1 and 45% at period 2 positioning themselves at the most positive end of the scale. The percentage of students choosing options 1-3 are all reduced as a result of the practice. The table below indicates the percentage of students who experienced 1.) An improvement in how they felt, 2.) Didn’t feel any different, 3.) Felt worse.

Question 1 Period 1 Period 2 Improvement 31% 41% Same 58% 59% Felt worse 11% 0%

Question 2: Which picture best describes how ready you are to focus? Students were presented with 4 pictures to choose from. These were accompanied by the headings: stressed, ready to learn, hyper and not bothered. Students were asked to highlight the picture that best described how ready they were to focus. The tables below illustrate the percentages of students who selected each option at evaluation period 1 and 2, as well as pre and post practices.

41 period 1 period 2 pre-practice post-practice pre-practice post-practice stressed 12% 7% stressed 17% 6% ready to learn 56% 63% ready to learn 43% 75% hyper 12% 15% hyper 14% 8% not bothered 20% 15% not bothered 26% 11%

From the tables, it can be concluded that taking part in the practices has an immediate impact on reducing stress and helping students feel more ready to learn. By the end of period 2 post-practice, three quarters of the class (75%) felt ready to learn compared to just over half at pre-practice period 1. There is also a consistent reduction in student’s stress levels with only 18 students out of 262 at period 1 and 13 out of 195 students at period 2 reporting to feel stressed after taking part in the practices.

Question 3: Are you thinking about your breathing? Students were presented with a scale of 1-4 as smiling faces to see how much they are focusing on their breathing. 1 was the least focused and 4 was extremely focused. The graph below indicated the average movement students experienced comparing period 1 and 2.

By period 2, 65% of students were reporting an increase in how much attention they were paying to their breathing with a decrease of only 2%. This graph illustrates a fairly consistent level of impact with most students experiencing a higher level of breathing focus as a result of the practices. The tables below indicate the percentages of students who selected options 1-4 at period 1 and 2 as well at pre and post practice points. period 1 period 2 pre-practice post-practice pre-practice post-practice 1 26% 16% 1 41% 9% 2 28% 20% 2 20% 21% 3 28% 36% 3 27% 29% 4 18% 28% 4 12% 41%

The tables show that the number of students selecting the highest level of concentration on their breathing increased by 10% in period 1 and 29% in period 2. The number of students choosing the lowest levels of concentration decreased by 10% in period 1 and 32% in period 2. This suggests students were more focused on their breathing as an immediate result of the exercises.

Question 4: Is there anything distracting you from class? Again students were given an image scale of 1-4, this was to see how distracted they feel. The images were accompanied by these headings: loads, quite a lot, a few things, nothing at all. They were asked to select which image best represented how they felt. The graph below indicates the percentage movement between period 1 and 2. A consistent 33% indicated an improvement in their concentration levels. An average 59% didn’t notice any change with only 11% in period 1 and 5% in period 2 noticing an increase in how distracted they felt.

43 The table below indicates the percentage of students who selected each option both pre and post practice at period 1 and 2.

period 1 period 2 pre-practice post-practice pre-practice post-practice loads 15% 9% loads 17% 8% Quite a lot 13% 13% Quite a lot 10% 9% A few things 39% 29% A few things 43% 31% Nothing at all 33% 49% Nothing at all 29% 52%

The table shows a consistency in results indicating that the practices improve students concentration levels as options 1-3 show a general decrease in selection, whereas option 4 (nothing at all) sees an increase at both evaluation periods.

Question 5: In this moment do you feel able to cope with any unexpected changes? This question also had four possible answers ranging on a scale of 1-4. The options were in picture form accompanied by the headings: not at all, not very well, I’d try my best and I can cope with anything. Students were asked to select which answer best describe how able they felt to cope with unexpected changes. The graph below indicated the percentage of students that reported an increase, felt the same or felt less able to cope with unexpected changes.

The graph illustrates that the number of students witnessing an improved sense of capacity increased from 34% to 39% between period 1 and 2. The number of students who said they felt worse decreased by 10%, leaving only 3% (6 out of 195) who experienced a decrease in personal capacity. The graph below illustrates the difference between period 1 and 2 at pre and post evaluation periods. From the two charts it can be concluded that the percentage of students choosing each category in both phase 1 and 2 have a trend. The percentage of students choosing the lower 3 options decreases, whereas the percentage of students choosing the highest possibility increases: by 12% in period 1 and 26% in period 2 indicating that most students either felt no change or an increase in how able they felt to cope with unexpected changes.

45 Summary table of percentage reduction changes, pre to post practice, in relation to, least positive student responses. More about impact on students most ‘at risk’ For each of the 5 questions asked there were four possible options. The least positive of each of these options for each question were as follows: Question 1 Unhappy Question 2 Stressed Question 3 Not thinking about breathing at all Question 4 Loads distracting me Question 5 Not at all (able to cope with unexpected change)

Least positive responses pre post Column A Change in percentage reduction of numbers of students in this category pre – post question 1 How do you feel at this moment period 1 5% 3% 40% reduction in numbers of students in ‘unhappy’ category period 2 6% 2% 67% reduction in numbers of students in ‘unhappy’ category

question2 What picture best describes how ready you are to focus period 1 12% 7% 42% reduction in number of students in ‘stressed’ category period 2 17% 6% 65% reduction in number of students in ‘stressed’ category

question 3 Are you thinking about your breathing period 1 26% 16% 39% reduction in numbers of students in ‘not thinking about my breathing’ category period 2 41% 9% 78% reduction in numbers of students in ‘not thinking about my breathing’ category question 4 Is there anything distracting you from concentrating in class period 1 15% 9% 40% reduction in number of students in ‘loads on my mind’ category period 2 17% 8% 53% reduction in number of students in ‘loads on my mind’ category

question 5 In this moment do you feel you can cope with any unexpected changes period 1 15% 13% 13% reduction in number of students in ‘not coping at all’ category period 2 18% 9% 50% reduction in number of students in ‘not coping at all’ category

Whilst it is not possible to track which of the other options these students have moved to, what is clear is that the number in the least positive categories are reducing. Summary of percentage reduction in numbers of students giving least positive responses

Summary of Column A Interpretation (Sourced from Table above) Mean Average reduction across 5 questions

Question no. 1 2 3 4 5 Period 1 40% 42% 39% 40% 13% 34.8 % In period 1 students that gave the least positive response across all questions are consistently indicating a benefit from the practice. Period 2 67% 65% 78% 53% 50% 62.6% In period 2 students that gave the least positive response have consistently increased their ability to gain benefit from the practice.

47 Summary table of percentage reduction changes, pre to post practice, in relation to, most response, student responses. More about the shifts towards the most positive response options For each of the 5 questions asked there were four possible options. The most positive of each of these options for each question were as follows: Question 1 Happy Question 4 Nothing at all distracting me Question 2 Ready to Learn Question 5 I can cope with anything Question 3 Thinking about breathing a lot

Most positive responses pre post Change in percentage increase of numbers of students in this category pre – post Column B question 1 How do you feel at this moment Period 1 53% 67% 21% increase in number of students in ‘happy’ category Period 2 45% 79% 43% increase in number of students in ‘happy’ category

question2 What picture best describes how ready you are to focus Period 1 56% 63% 11% increase in ‘ready to learn’ Period 2 43% 75% 43% increase in ‘ready to learn’

question 3 Are you thinking about your breathing Period 1 18% 28% 36% increase in numbers of students in the ‘thinking about breathing a lot’ category Period 2 12% 41% 71% increase in numbers of students in the ‘thinking about breathing a lot’ category

question 4 Is there anything distracting you from concentrating in class Period 1 33% 49% 33% increase in number of students in ‘nothing at all is distracting me’ category Period 2 29% 52% 44% increase in number of students in ‘nothing at all is distracting me’ category

question 5 In this moment do you feel you can cope with any unexpected changes Period 1 27% 39% 31% increase in number of students in ‘I can cope with anything’ category Period 2 24% 50% 52% increase in number of students in ‘I can cope with anything’ category

Whilst it is not possible to know where the students have come from to enter these more positive categories, it is clear that positive shifts have occurred. Pre and post practice student feedback:

Pre-practice Post-practice I can’t concentrate properly because lots of I feel a bit better after breathing, but I am still a things have happened between my mum, bit upset. dad & brother and I always worry. The board distracts me I enjoyed it I feel tired and not well I feel so relaxed and sweaty I feel too stressed to learn I feel ready to learn I don’t feel well. I have ear ache I feel ok now I have done the exercises I am feeling scared inside my body I feel happy

Student Feedback after the practice: • I’m happy • I feel so relaxed, I will do it again. • I feel like I am on a ship • I feel calm and happy. • I feel happy • Very calm and relaxed. • I feel ready to learn • I feel very happy now I’ve done that Post-practice facilitator • I enjoyed it feedback: • I like it • Many of the children are enjoying the • The breathing helps me to calm down practice. One or two are finding it tricky • It went well: it helped me but are slowly coming around to the idea. • I love this school. I like it when we do the • The children have been focusing on soft breathing practices breathing. • The breathing helps me work • Children are calmer • I like doing it because it helps me to focus • Children settle quicker on my work • Children are enjoying session • I like doing it because it makes me feel comfortable and relaxed • I really like this; I want to do it again. • I like it. • I don’t like it, I don’t like to close my eyes • I loved it, it was good. • It does help me • I really enjoyed it most of the time. • I like to do it

49 Summary of Principal’s feedback

The ‘theory’ behind the mindfulness aspect of ‘Take 5’ was never really in question. Eliciting change for the large number of participants (adults and children) within an organisation can however prove somewhat difficult. The focus within Sparken Hill has been on consistency. All 21 classes have embarked in a minimum of one practice per day (initially after lunch time) which coincided with incidents of behavioural and emotional outbursts usually associated with difficulties at lunch time break. Since starting the pilot, not only have there been far fewer reported incidents of lost learning time as a result of incidents persisting into learning time, but there have also been a notable drop in the number of negative incidents at lunchtime. This was not an expected success criteria (but a very welcome one!) Analysis of this impact suggests that to some extent, pupils are beginning to internalise the Take 5 practice and are actively utilising it to manage what would otherwise have been a negative situation. This in turn has had a positive impact upon relationships and home-school relations. Whereas pre-practice, discussions with parents over potential negative behaviour might result in ‘tension’ between school and home; providing the tools for pupils to manage their own mental state ensures that discussions with many parents are now far more positive. Clearly the initial improvements and positive impact cannot be solely attributed to just ‘Take 5’ as a plethora of variables also have to be considered. However, conversations with pupils and their teachers aimed at ascertaining why specific incidents were managed within ‘acceptable’ tolerances indicate that Take 5 practices are being utilised as part of a multitude of other self- help strategies to ‘manage’ difficult situations. Ultimately, the culmination of these marginal gains will, it is hoped, impact positively on the climate for learning and external verification of examination results. Early indications suggest strongly that embarking upon this practice has been a positive experience and one that will continue within the Academy. Appendix 1 – Scale used pre and post at Sparken Hill Academy (Only Pre-practice version shown. Post-practice version was identical apart from ‘Pre’ being replaced by ‘Post’)

Mindfulness Scale: Pre Practice

1. How do you feel at this moment?

2. Which picture best describes how ready you are to focus:

STRESSED READY TO LEARN HYPER NOT BOTHERED

3. Are you thinking about how you are breathing? NOT AT ALL NOT MUCH A BIT A LOT

4. Is there anything distracting you from concentrating in class?

LOADS QUITE A LOT A FEW THINGS NOTHING AT ALL

5. In this moment do you feel able to cope with any unexpected changes?

NOT AT ALL NOT VERY WELL ID TRY MY BEST I CAN COPE WITH ANYTHING

6. This space is for you to add any comments:

______

______

51 Appendix 2 – Scale used pre and post at Worksop Priory CE Primary School (Only Pre-practice version shown. Post-practice version was identical apart from ‘Pre’ being replaced by ‘Post’)

Gratitude

‘Take Five’ at School would not have been possible without the help and support of a large number of amazing people. We offer our sincere thanks and appreciation to: ‘Take Five’ at School funders: The Home Office and Nottinghamshire Police, via Preventing Demand Bassetlaw and Newark and Sherwood and Community Safety Partnership Nottinghamshire County Council’s Community Safety Committee. The ‘Take Five’ in the Community Steering Group – who worked with us to develop the initial ‘Take Five’ proposal and vision for Manton. Leah Sareen: NCC, Community Safety Officer Catherine Burn: BCVS Karen Searles: CSL Claire Phillip: CSL Noelle Barron: NCC, Extended Schools Officer Helen Whitney Each Amazing Breath, Managing Director The ‘Take Five’ at School Steering Group – who practically worked to bring ‘Take Five’ at School alive. Primary Steering Group: • Lesley Howard – Pastoral Care Lead at Worksop Priory School and Year 6 teacher • Richard Lilley – Principal, Sparken Hill Academy • Leah Sareen – Community Safety Lead for Young People, Nottinghamshire County Council • Cheryl George – Senior Public Health Officer, Nottinghamshire County Council • Noelle Baron – Worksop Family of Schools Extended Schools Officer Secondary Steering Group: • Carol Gill – Associate Assistant Principal, Outwood Academy Portland and Valley • Claire Atrill – Inclusion Co-ordinator, Outwood Academy Portland • Sam Chapman – PLC Manager, Outwood Academy Valley • Liz Marshall – Team Leader Supporting Families, Nottinghamshire County Council • Supporting Families Team, Nottinghamshire County Council • Leah Sareen – Community Safety Lead for Young People, Nottinghamshire County Council • Cheryl George – Senior Public Health Officer, Nottinghamshire County Council

53 Our thanks also to: Councillor Glyn Gilfoyle, Chair of Nottinghamshire County Council Community Safety Committee; Dr J S Bilkhu, High Sheriff of Nottinghamshire; Sue Cooper, Well-Being Ambassador for the High Sheriff of Nottinghamshire; Phil Abbott, Headteacher Worksop Priory CE Primary School; Jenny Larkin, Year 6 Teacher, Worksop Priory CE Primary School; Dr. Smith, Executive Principal Outwood Academy Portland and Valley; Ann Berry, Public Health and Commissioning Manager; Ros Theakstone, Director of Corporate Services, Bassetlaw District Council; Gerald Conner, Community Safety Manager, Bassetlaw District Council; Anita Brunell and Andy Peacock, Community Safety Team, NCC; Ian Waterfield and Jeremy Regan, from Preventing Demand.

Each Amazing Breath –Staff, Advisors and Consultants: Mark Lilly: Each Amazing Breath, Training Director Julie Christian: Each Amazing Breath, Lead Trainer in Nottinghamshire Kate O’Dell: Freelance Evaluator Glen Powell: Graphic Designer Jes Hill: ‘Take Five’ at School film maker Chris Hill: Evaluation Advisor Special thanks to: Street Yoga and Dani Harris from ‘Breathing Room’ Last but by no means least, our thanks to all the amazing staff and students at: Sparken Hill Academy, Worksop Priory CE Primary School, Outwood Academy Portland, Outwood Academy Valley.

55 This report evaluates the impact of ‘Take Five’ at School at Worksop Priory CE Primary School and Sparken Hill Academy. The focus of the evaluation is on how impactful ‘Take Five’ has been at delivering outcomes in relation to a range of key priorities, including improved: academic resilience, social and emotional well-being, self-management and behavioural control. The report focuses on analysis of quantitative data obtained at each school during the Summer Term of 2015. Qualitative data relating to ‘Take Five’ in these schools can be found in other related documents and film testimony that is referenced in this report. The report has been produced by Each Amazing Breath in partnership with the multi-agency ‘Take Five’ at School Steering Group and both schools.

‘Take Five’ at School was designed and delivered by Each Amazing Breath CIC

Funded by: In partnership with

‘I AM’ is a project of the Youth Crime Prevention Advisory Group

© Each Amazing Breath CIC