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'.
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