Last Updated: Thursday, June 27, 2019

The Wee Worry Workshop - Park View Primary School

What is this?

This Health and Wellbeing intervention was developed at Park View Primary School, South Lanarkshire.  The aim of the intervention is to support pupils who have difficulties related to social and emotional communication and/or display anxiety. This was identified as part of an on-going self-evaluation exercise to improve outcomes for children and formed part of discussions with parents about their children’s progress.

Download(s)

Powerpoint file: Wee Worry Workshop (4 MB)

How to use this exemplar to improve practice?

  • To what extent do we use our self-evaluation processes to identify groups of children who need support with emotional wellbeing?
  • Do we encourage and facilitate the opportunity for staff to create and pilot new approaches or initiatives in response to an identified need within the school?
  • In what ways could you use the resource in supporting children to identify their next steps and reach their targets?

Who is this for?

​Teachers and Support Assistants who work with children who may exhibit difficulties in these areas.

​Explore this exemplar

What was done?

The headteacher and a class teacher worked together to develop and implement the Wee Worry Workshop.

An identified group of children attended the support group on a weekly basis.

The idea for the Wee Worry Workshop had strong parental backing when presented by the headteacher and class teacher and is now an integral part of life at Park View Primary School.

A parent featured in the video to help other parents/carers understand the aims of the Wee Worry Workshop. The video was shared with all parents and featured in information sessions hosted by the school. Positive feedback was received from parents and families.

Why?

Effective self-evaluation and discussions with parents had identified the need to provide more focused support for the significant number of children who were experiencing difficulties with social and emotional communication and/or who exhibited behaviours typically associated with increased anxiety.

Peer relationships were becoming more difficult for these children and an increasing amount of learning and teaching time was being spent in class addressing these issues.

The aims were to:

  • provide children with the skills and ability to recognise and discuss different emotions which they may feel within their lives in different social situations
  • provide coping strategies in order to limit stress and anxiety within different situations (classroom, playground and wider world context)
  • provide an accessible support network for children to be able to talk confidently about their worries, concerns and emotions.

What was the impact?

  • Improved pupil engagement in class.
  • Reduction in time spent on managing episodes of distress/upset linked to social and emotional communication and new situations.
  • Improved relationships between pupils as a result of greater understanding of issues.
  • Professional learning and focused dialogue between staff in order to share good practice and build capacity.
  • Children have the opportunity to listen and explore different feelings.
  • Encourages children to reflect and explore their emotions at the time and throughout the day.
  • Feedback from parents/carers on this initiative has been very positive. Parents/carers have also reported that their child’s behaviour, learning and wellbeing has improved as a result of this intervention.