2002 2004

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• 2002 2004
• Evaluation of Pilots

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What is a Busy Bee Club?

• A one hour per week club aimed at Key Stage 1
  children with challenging behaviour
• A club that encourages parents to attend
• Offering fun and achievable activities
• Raising self-esteem of children
• Encouraging parents to be positive with their
  children. Supporting parents

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Who is it for?

• Children aged 4 to 6 years
• Parents, Grandparents, carers
• 14 children per club
• A balance of behaviours including hyperactive,
  quiet and shy, gifted talented

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How does it work?

• Children can achieve at all levels
• Children receive praise and incentives
• Clubs have agreed rules and boundaries
• Parents have quality time with their child
• Club workers lead by example
• Activities are fun, inexpensive and inspire
  development

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Pilot Authorities

• Devon 4 clubs
• Leicester 5 clubs
• Liverpool 5 clubs
• Staffordshire 5 clubs

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The Club Book

• One book offers
• Instructions for the club workers
• Health safety checks
• Advice for parents in the club
• Fun activities
• Support exercises for parents
• Monitoring forms and certificates
• Mapping to behaviour and the curriculum

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Training and support

• Club workers receive two days training
• Link teachers join day two training
• Termly network meeting with club workers
• Termly newsletters, with contributions from
  clubs, good practice activities and good news

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What the Children thought

• 99 of the children enjoyed the clubs
• 96 of the children though they learnt a lot at
  the club
• 97 of the children thought they worked well with
  each other
• 95 of the children worked well with adults at
  the club
• 43 of the children had an adult who came to the
  club
• 99 of these children enjoyed having an adult
  with them
• 53 did some home activities
• The children really valued their parents attending

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What the Parents thoughtincluding those who
could not attend

• Learning
• 60 considered their childs attitude to school
  had improved a lot
• 53 felt that their childs schoolwork had
  improved a lot
• 42 felt that their childs learning had improved
  a little
• Behaviour
• 36 thought their childs behaviour had improved
  a lot
• 57 thought their childs behaviour had improved
  a little
• Parent / child relationship
• 24 said they were always better at managing
  their childs behaviour
• 59 said they were sometimes better at managing
  their childs behaviour.

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What the Club Workers thought

• Improvements were noted in three areas
• The behaviour of children identified as having
  challenging behaviour
• The willingness of the parents of these children
  to discuss challenging behaviour
• The self esteem of the children

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What the Teachers thoughtrecorded at beginning
and end

• Improvements were noted in the following areas
• school attendance of children who were absent
  termly or weekly. 55
• the reasons for children being on the special
  needs register, or children being considered for
  special needs imporved 72
• relationships of parents with school that had
  been passive 53
• reading age of children that were not in line
  with expectations at the start of the pilot. 64
• speaking and listening skills of children that
  were not in line with expectations at the start
  of the pilot. 66
• social skills of children who had areas of
  emotional/social development requiring help at
  the start of the project. 76
• Behaviour of children who had been identified as
  having challenging behaviour at the start of the
  pilot. 61
• The number of children involved in school
  sanctions reduced from 71 to 47

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Lessons learnt
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Whole school policy

• The most successful clubs have the most support
  from school staff, especially when the class
  teacher or head attends occasionally to offer
  praise.
• Self esteem building needs to be continued
  outside the club, in the classroom and
  playground, as well as at home.

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Selection of children

• The selection of children is vital to get the
  right balance. There is usually some concern for
  all of the children. Some may be noisy, some may
  be quiet and shy, others may be talented and
  unable to make mistakes.

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Boundaries and rewards

• Children develop their own club rules.
• Most clubs offer rewards, such as stickers,
  stamps and certificates. Whole school
  presentations further raises the self-esteem of
  Busy Bee members.

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Communication
EARLY LESSONS

• A means for children to talk about things is
  very successful. This may be
• Circle time a post box dressing up being a TV
  news-reader, puppets, role play.

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Parental involvement

• Run a separate crèche with parents taking it in
  turns with childcare.
• Some schools can offer other clubs or wrap
  around care for siblings
• One school has set up a separate parent support
  group

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Marketing

• Most schools explain that the club aims to help
  with communication and social skills.
• Some schools wish to avoid the naughty club
  label.
• Some areas tell the parents they need to attend,
  while in others this would stop the child from
  attending.

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• Evaluation of Pilots
• 2002 2004

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