Ariel currently offers three programmes that are appropriate for use in Key Stage 2. These were developed, in part, in response to teachers and statutory partners expressing a need for interventions in primary school, at a point when most programmes were designed for Secondary.
This need for earlier interventions has only continued to grow. Feedback from a recent teacher training session for ‘Grassing or Grooming?’ illustrates just this point.
“Great session, as a KS1/Early years teacher the topic is very above my age range. Would very great if there was a younger resource to support family members effected by grooming”.
Safeguarding Lead, Primary School
This need is one that we had already begun to explore. How could we adapt ‘Grassing or Grooming?’ for Key Stage 1, particularly when everyone agrees that language is inappropriate for the age group?
We began by consulting KS1 teachers in some of the primary schools where we were working and identified the key language, which unlocked an appropriate approach. ‘Don’t tell tales’ is a common response to young children, when talking to an adult about something their peers have done. An unintentional way of silencing them, but similar in effect to telling someone not to grass.
This idea allowed our Theatre Practitioners to develop a script and loads of ideas for fun activities that we thought might help children explore and develop help seeking skills. The script, ‘Keeping secrets, or telling tales?’ focused on a common classroom situation, where a child is dismissed by a teacher, with the line ‘Don’t tell tales’. We have begun piloting and developing the activities, with a wonderful response. The children love getting involved with the script and using emojis to explore emotions. They practice asking for help and develop a ‘Bystander Charter’ using a chant, rather than the written document that is used in KS2. A final parental engagement session is really important, as addressing parents (and teachers) willingness to listen, rather than dismiss something as tale-telling is vital in responding positively to a child seeking support.
The pilots have given us the confidence that this approach can be adapted successfully for KS1. We are currently seeking funding to continue this development and how to produce the animation during the summer, so that we can role out the programme for teacher-led delivery during next academic year.
