The report, Going Round in Circles: Implementing and Learning from Circle Time, examined the response to circle time in 57 primary schools and its implementation and training of teachers in detail at 14 schools. It found that schools used a range of different models for circle time - structured, activity-based, spontaneous, problem-centred, dealing with emotions and using games - although most schools were still trying to develop a 'whole-school' approach.
The report also found that training was more common among school leaders, who said circle time had 'enhanced their awareness of children's feelings and their own pedagogical needs. By listening to children they got to know them more quickly and raised their expectations as they witnessed personal, social and communication skill developments'.
However, it noted, 'Teachers were less likely to report having received training; usually it was informal, sometimes from different sources and rarely co-ordinated across the school. Observations suggested circle time could be problematic if teachers had no serious training or experience of good practice.'
Pupils' perceptions of circle time were largely positive. The report said, 'They like talking and gaining attention, learning about themselves and others, and having fun in the circle.'
Dr Monica Taylor, the report's author, said, 'Positive circle time requires preparation, planning, support, review and meshing with other teaching and learning strategies and whole-school opportunities. Through use of positive circle time, pupils can develop self-esteem, listening and group-related social skills, and teachers and pupils can experience personal and social learning together. There may also be wider benefits for school ethos.'
The report costs 20 (including p&p) from the NFER on 01753 637002.
