Evaluation of the 5P Approach - Dr Catherine Carroll, March 2016
A brief summary of the research report written by Dr Catherine Carroll is set out below
(The full report can be downloaded at http://www.hattonspecialschool.co.uk) or can be requested via the CONTACT link on this website).
About this research
This small scale research project was carried out by Dr Catherine Carroll (Institute of Education) and commissioned by Hatton School, London Borough of Redbridge
Its aim was to provide an independent evaluation of the 5P Approach framework. The focus was on how the 5P Approach is used and to explore the perspective of professionals on how it helps them to improve their practice and ultimately outcomes for pupils with ASD & SEND.
It was hoped that the research findings would contribute towards building an evidence base for the 5P Approach. The evaluation was also timely in that the 5P Approach reflects the approach to assessment and teaching described in the new SEND Code of Practice 2014 (DfE 2014)
Research was carried out across three different school settings (primary special, secondary special, secondary mainstream “unit” provision), all of which use the 5P Approach but are at different stages of embedding the approach.
Research questions were as follows
1. How the 5P Approach is implemented across the different types of school settings
2. How the 5P Approach supports pupil learning
3. How it enables practitioners to better support pupil learning
4. What should be considered before implementing the programme
Key Findings
1. How the 5P Approach is implemented across the different types of school settings
2. How the 5P Approach supports pupil learning
Themes from staff responses focused on
a. The accessibility of the framework for pupils
b. Provision of tools to support pupil self-regulation of emotions and behaviour
c. The pupil centred approach
3. How the 5P Approach enables practitioners to better support pupil learning
The main themes from the research focused on
d. Consistency in practice across the staff team
e. Using the 5P Approach enables staff to become more confident in their practice
f. 5P encourages collegiality & team working “it puts you all on the same team”
g. All staff commented on the 5P Approach’s inclusive approach to teaching and learning “it supports everything we do”.
The 5P Approach was inclusive because
Conclusions
- It contributes to fostering a sense of community and empathy between pupils and practitioners”
A brief summary of the research report written by Dr Catherine Carroll is set out below
(The full report can be downloaded at http://www.hattonspecialschool.co.uk) or can be requested via the CONTACT link on this website).
About this research
This small scale research project was carried out by Dr Catherine Carroll (Institute of Education) and commissioned by Hatton School, London Borough of Redbridge
Its aim was to provide an independent evaluation of the 5P Approach framework. The focus was on how the 5P Approach is used and to explore the perspective of professionals on how it helps them to improve their practice and ultimately outcomes for pupils with ASD & SEND.
It was hoped that the research findings would contribute towards building an evidence base for the 5P Approach. The evaluation was also timely in that the 5P Approach reflects the approach to assessment and teaching described in the new SEND Code of Practice 2014 (DfE 2014)
Research was carried out across three different school settings (primary special, secondary special, secondary mainstream “unit” provision), all of which use the 5P Approach but are at different stages of embedding the approach.
Research questions were as follows
1. How the 5P Approach is implemented across the different types of school settings
2. How the 5P Approach supports pupil learning
3. How it enables practitioners to better support pupil learning
4. What should be considered before implementing the programme
Key Findings
1. How the 5P Approach is implemented across the different types of school settings
- There were similarities across all schools in line with the 5P framework guidance - variance in practice was due to the differing needs of the pupils and the differing context of the school.
- The 5P Approach philosophy took time to fully understand and implement. The approach was about providing a framework for practice and not a “quick fix intervention” “it is not a solution it is a framework to assist you in finding a way forward”
- Consistency across settings in how the approach was used and displayed in the classroom was observed.
2. How the 5P Approach supports pupil learning
Themes from staff responses focused on
a. The accessibility of the framework for pupils
- The traffic light system provided a very effective “hook” for pupils that in turn allowed them to access the vocabulary & conceptual understanding required to begin to self-regulate their behaviour “it makes the abstract concrete”.
- The pupils welcomed and responded very well to the consistent approach used by all the school community and across the school day
b. Provision of tools to support pupil self-regulation of emotions and behaviour
- The visual cues, common language, knowledge of personal strategies and consistency of approach enabled pupils to feel secure and in a calm state for learning “pupils talk in colours”.
- Many of the pupils were increasingly able to regulate their own behaviour. All staff reported a reduction in close support needed by some pupils as use of the 5P Approach framework became more familiar to pupils “I have been here 16years and 5P has had the most impact for pupils of all the initiatives we have implemented”
c. The pupil centred approach
- Staff reported that the pupil centred focus of the approach means that pupils were at the heart of the programme, where possible pupils contributed ideas and specific strategies to their plan.
- Pupils began to understand that “it is OK to be who you are” and to manage and respond positively was “what we all had to learn”
- Supported by the traffic light colours, staff observed that many pupils were able to develop the emerging empathy for themselves into empathy for others.
3. How the 5P Approach enables practitioners to better support pupil learning
The main themes from the research focused on
d. Consistency in practice across the staff team
- Consistency in understanding, labelling and grading behaviours was the first theme to be reported across all interviews and focus groups “ we are all singing from the same song sheet”. This in turn supported a more consistent identification of need and strategies to support individuals.
- Consistency lay in the process of addressing pupil behaviour as opposed to treating all individuals the same as in some other behaviour programmes.
e. Using the 5P Approach enables staff to become more confident in their practice
- Staff reported how the training framework & regular discussions with colleagues developed their analytical skills of asking “why” and with supporting pupils and staff to move from the” negative to the positive”.
- Staff reported greater empathy towards pupils as their knowledge and understanding of the causes of the different behaviours developed “you start to look differently at the action of a pupil tapping a pen”
- Many staff felt that the 5P Approach had empowered them in the classroom and had contributed to developing their day to day resilience in responding to behaviour.
f. 5P encourages collegiality & team working “it puts you all on the same team”
- For the 5P Approach to be effective it required the team around each pupil to come together regularly to discuss what is working and what might need to be adjusted.
- All staff recognised their responsibility in supporting the pupil to be “in the Green Zone” at any given time.
- Many of those interviewed commented on how they wish the 5P Approach had been available in their previous schools
g. All staff commented on the 5P Approach’s inclusive approach to teaching and learning “it supports everything we do”.
The 5P Approach was inclusive because
- The approach could be used by all pupils
- The Green Zone was relevant to all pupils
- It could be used across settings
- It was sufficiently flexible to accommodate and complement all other approaches generally used to support pupils with ASD e.g. PECS, TEACCH etc
Conclusions
- “The responses from research participants were overwhelmingly supportive of the 5P Approach
- It is an approach that would work for all pupils including those without SEND
- The approach embodies the very best in inclusive education (Booth 2002)
- It contributes to fostering a sense of community and empathy between pupils and practitioners”