A farnborough excellence project Does participation in clubs and extra-curricular activities have a positive impact on SEND children’s social and personal development? A farnborough excellence project

Aims and methodology To encourage participation in extra-curricular activities. To aim improvement of social skills within the school. To ensure there are equal opportunities for all pupils. Quantitative data – termly track amount of pupils and pupil groups that take part in clubs. Autumn – 46% whole school, 45% of SEN on role and 39% of PP Qualitative data – Pupil conferencing and CT viewpoint of social standing of focus pupils. “I’m not sure what clubs are available.”-Year 6 child “I don’t have any money for the clubs.” – Year 3 child “Focus child struggles to speak out in class and interact with classmates”

Implementation and Impact What was done: New and school funded clubs CT interaction and active encouragement More lunchtime clubs available Quantitative data – Increased each term. Spring term: 51% (+5%) SEND 45%(=), PP pupils 51% (+12) Summer term: 53% (+2%) SEND 46%(+1%), PP pupils 51% (=) Qualitative data – Pupil conferencing and CT viewpoint of social standing of focus pupils. “The extra clubs at lunchtimes and the PP focused clubs have really encouraged interaction from more pupils, which is having a positive effect.” Year 6 teacher !I have had loads of fun at the clubs and have made some friends too.” Year 5 (SEND and PP)