Learning

Case study: The 'Circle of Friends' approach

Summary: Case study about the ‘Circle of Friends’ approach enhancing the inclusion, in a mainstream setting, of a child who is experiencing difficulties

• About the 'Circle of Friends'
• Introducing Nimera
• Developing the Circle of Friends
• Positive outcomes
• Conclusion

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About the 'Circle of Friends'

The ‘Circle of Friends’ is an approach that aims to enhance the inclusion, in a mainstream setting, of a child who is experiencing difficulties. These difficulties could be the result of a disability, their behaviour or because they are perceived as being different in some way.

The 'Circle of Friends' works by trying to build relationships around the vulnerable child. It recognises the critical role that relationships, and of being part of a community, play in all of our lives. It is also the case that peer support problem solving initiatives are often more powerful than teacher directives. The key resources that are needed to create a circle of friends are other willing pupils.

Introducing Nimera

Nimera is a 15 year old girl who has a cortical sight problem and is registered as partially sighted. In addition to this she has learning difficulties and also has cerebral palsy, which predominantly affects her hand functions.

Nimera was referred to the Nottingham City Sensory Team in October 2001, following an unsuccessful placement at a mainstream secondary school. At this school Nimera experienced problems with bullying and social isolation, which resulted in poor attendance and culminated in Nimera missing school for eighteen months. Nimera consequently became very passive and introverted, and she lacked the confidence and motivation to re-engage with the school.

The Sensory and Physical Team in the Inclusive Education Service in the City of Nottingham LEA arranged for Nimera to be placed at the Nottingham Bluecoat School, which is a school that has forged a positive partnership with the service. Cheryl Gray, a teacher of the visually impaired, visits the school each week to provide support, including advising on the development of resources, accessibility to the curriculum, staff development and classroom support. A re-integration programme was drawn up by the school, Nimera’s parents and Cheryl Gray. This started with visit Nimera visiting the school, building up to a half-day and finally full time attendance. Nimera’s time was initially spent in the Learning Support Base in the school, with her gradually joining mainstream classes. A key worker was also appointed in order to co-ordinate Nimera’s curriculum and also to liaise with other agencies and school staff.

Developing the Circle of Friends

Nimera’s prospective form group was approached about setting up a Circle of Friends, the aim of which was to establish a support network that would evolve into natural friendships. The pupils were informed about what it would entail and also about the kinds of support that Nimera would need. Pupils were then asked to volunteer to take part in the group, and then the class decided which pupils would be appropriate to participate.

The Circle of Friends began at Easter 2001. It contained 10 pupils, eight of whom are still involved. Additional pupils have also joined because they heard about how successful the Circle of Friends is. The Circle of Friends is facilitated by Ms Dattani, who is Nimera’s key worker. The group meets on a weekly basis to celebrate successes and achievements, to resolve difficulties and to organize out of school activities.

Positive outcomes

Speaking and communication

When Nimera first arrived at the school she did not have the confidence to speak to anyone or to make eye contact with them. She was a nervous and passive pupil who was desperate to mingle in with the crowd and become invisible. She was extremely vulnerable and was at risk of becoming very isolated.

Since Nimera’s involvement with her peers, from the Circle of Friends, she has blossomed to become outgoing, lively and vibrant. She now chooses to be amongst her friends at break and lunch times, and has found a new found freedom at school which she could not have discovered without the scaffolding effect of her peers.

Social skills

Nimera’s social behaviour has improved vastly since she joined the Bluecoat school. She is now keen to join in with her friends and participate in social situations. She has the confidence to engage with both adults and peers in many different environments. This is reflected in her more positive body language and ‘bossy’ nature.

Her personality is now emerging. She has a lovely sense of humour, can be appropriately cheeky, and has finally come to understand that people genuinely enjoy her company and like being around her.

Lessons

The Circle of Friends has been pivotal in bringing Nimera out of her shell, and in helping her to display her many talents and attributes. It has also given her the willingness to take risks in lessons and experiment with knowledge.

The school had very little baseline assessment information from her previous school, and it has taken time to gather together some formal information on the level at which Nimera is working. Nimera has astonished many members of staff with her enthusiasm for learning and the great strides that she has made in attainment. Her key worker comments that “she wants to learn, she is inquisitive and it is immensely rewarding for me to observe her development and growth”.

Conclusion

The impact that the Circle of Friends has had on Nimera’s school life is very noticeable. Nimera’s attendance is now excellent. She looks forward to coming to school and misses her friends during the holidays. She has become more confident and is beginning to express her opinions both inside and outside of class.

This project has been successful due to the commitment and enthusiasm of the pupils involved, and their willingness to see beyond the disability. The group is very proud of the progress that they have made. Nimera is proud to have best friends and feels more like her peer group in school. Her friends feel the same!

Dipa says: “Nimera is more independent. The circle has helped her to feel more comfortable and confident in school. She now has friends and can talk confidently to people outside the circle.”

Emma says: “We have watched Nimera grow from a shy and quiet girl into an independent, lively and creative pupil.”

Nimera concludes: “The circle has been so important to me. We have shared good things and bad. We talk about issues and spend a lot of time together. I have even been able to help new pupils, who have joined the circle, with their own problems.”

Written by Cheryl Gray, Teacher of the Visually Impaired.

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Content author: webeditor@rnib.org.uk

Last updated: 20/10/2008 16:12