Interpretive Phenomenological Analysis (IPA) Themes

A major part of the IPA was the narrative that was shared with the researcher on each of her visits. As the results indicate Teacher A was interviewed three times and Teacher B once during the project (see Appendix 16 for IPA themes)

The themes identified through IPA to be considered within this section are: Personal Impact, Impact on CYP and CfL as a teaching and learning tool. Key issues will be focused on within each section.

4.2.4.1 Personal Impact

It is clear from the IPA themes, (Appendix 16) staff training session feedback (Appendix 10) and teacher questionnaire (Appendix 9) that the journey for staff started with the training. This acted as a catalyst for thinking about social skills development. It highlighted a lack of understanding around social and emotional competencies as well as ways of developing these skills with CYP on the AS.

I can teach science but I know bugger all about emotions … What are social skills?...

The staff training also raised awareness of emotional literacy and how to develop this with CYP. Both of these considerations had an impact on the development of the project within this school.

They have become quite nurturing in a way that’s surprised me … You can tell by their body language ...

They’ve recognised emotions in the class-baby and we’ve discussed when the class-baby was told no … she would have a little strop … they were able to make a link between emotion and cause … they tried to distract her … and comfort her … Mummy’s coming back.

Once the project was established, the focus moved to the enjoyment of working with CYP and the practitioner’s interest in observing the interactions and behaviours of the CYP.

I think it’s been very valuable … They talk a lot, they talk openly about things ... Its good, we’ve seen that development and it’s the confidence really of interacting.

This interest led to a reflective phase about the CYP and the behaviours and responses observed within the sessions. These aspects enabled a greater

understanding of the CYP and their experiences to be developed by school staff over the course of the project.

I think it has given then … as aspect to look at their own experiences ... but it gives them an aspect to really break down some of the key elements of

socialisation which a lot have missed … to look at those aspects of

socialisation and learn again perhaps through observing the Class-baby play.

4.2.4.2 Impact of CfL on CYP

The impact of the project on CYP was clearly identified by the LPs, the first being that it created an environment where CYP could be curious, observe and interact with a baby and their parent and that through this their confidence grew and developed.

They have become more confident … they have engaged with her as time has gone on.

The impact of the observations on the CYP was also noted by teachers. These

early experiences. These shared experiences enabled them to focus and listen to each other supporting further interactions and social skill development, as well as a sense of group involvement.

They have talked about when they were young a lot, they’ve talked about siblings ... Talked about places in sibling order.

As the project progressed, the LPs described the positive relationship developing between the children, linked with their sharing of early experiences which led to a greater understanding of each other.

They are actually talking to each other.

The boys building the tower today …. I’ve never seen them working together

4.2.4.3 CfL as a Teaching and Learning Tool

The initial response of the project, noted by the LP was the unexpected reduction in anxiety within the sessions. She attributed this to the perception that the sessions had no academic pressure.

I think they look forward to it… I don’t think it’s a stressor for them… I think they feel there is no academic pressure to achieve…

The project allowed for the CYP to access the experience in different ways and this enabled the LP to think about the individual needs of the CYP and to use the

observation as a framework for supporting their individual development.

Their confidence grows, their interactions improve with the class-baby. They have become more interested in her play… they reflect on how they perceive themselves with her.

The results clearly demonstrate an increase in social skills facilitated by the LP

coaching children through the interactions, helping them understand what was going on, what the baby might want and ways they could respond.

Mum was working with X … she coached him through reading a story to our class-baby.

The coaching aspect of the sessions also helped focus LPs on the importance of their relationship in helping CYP feel safe and secure and have the mental space for

learning.

It really is important … for these children… that they become comfortable in those social situations and the only way they can do this is by actually experiencing them in a controlled way … here they feel guided, Teacher A is fantastic with them.

4.3 School B: Mainstream Secondary School