Attendance, Rhymes and Drama at Lindsworth School, Birmingham
Lindsworth School (South) in Birmingham caters only for pupils who have a Special Education Needs statement. Many pupils miss large periods of school due to exclusion or non-attendance at previous schools. Currently, attendance at Lindsworth is 63%, with some pupils averaging much lower than this.
This Enquiry project looked in part at issues around raising attendance levels as well as looking to broaden the pupils understanding of what counts as ‘Art and Culture’.
Along with raising attendance the project also looked to improve the following skills:
- Problem finding and solving;
- Developing and communicating new ideas;
- Taking risks;
- Improved interpersonal skills and increased self-esteem.
Project objectives
The pupils worked on an intensive week-long project with Juliet Raynsford and The Decypher Collective.
In the first instance the students watched a staged piece by The Decypher Collective, which allowed them to see Decypher ‘in action’.
It also gave them an idea of what was expected from them and an experience of theatre that they may not have considered previously.
Working with the practitioners the students worked in groups to construct a piece of theatre, which included their own ‘rhymes’ and dialogue. They used their experiences both inside and outside of school to inform their ideas. All were given the opportunity to share, listen and find new positive ways of communicating with each other.
Who was involved?
Juliet Raynsford is a theatre/drama practitioner and worked alongside Decypher Collective, a theatre group, whose work involves them using hip hop, spoken word and music.
Impact
The confidence of the students increased throughout the week, many sharing their ‘rhymes’ and helping each other to construct and perform. Those with an interest in ‘spoken word’ were able to develop their skills further, with others learning a completely new skill as a result of their involvement.
A Lindsworth Student commented, "Now that I have taken part in the project, I feel more confident about speaking in front of other pupils. I learnt new skills." Another student added, "We all got along more, normally it’s like everyone for themselves, but here everyone pulled together. Before this project certain people didn't talk to each other but on this project they did."
Results
Attendance throughout the project week was high and closer to 95%, with many students wanting to work through breaks – including lunch!
Also, with the project taking place over an intensive week, some pupils found the project quite exhausting, however with their new skills they were able to self-limit any discruptive behaviour, which ensured others in the group were not unduly affected. The ability to take risks when penning their 'rhymes' and the sharing process overall showed that the pupils were keen to help each other progress - all wanted to achieve a very high standard, which was set by the Decypher Collective and Juliet.
The practitioners commented that pupils were able to improve in their ability to respond respectfully to each other in a group, united by a common goal – a final performance in front of their peers at school.
Students from Lindsworth School performing
