Impact · Case Studies

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Simon, Year 9

Simon was in Year 9 when he first visited the farm. At the time he attended the farm he was underperforming at school, he was a high ability student working to a minimum standard. Simon was a major disruption in lessons, mainly characterised by constant discussion with peers, entertaining the class and confrontation with teachers. Outside of school, Simon’s experience of life was associated with gang culture. He was heavily affiliated with a local gang and participated in criminal activity. Simon’s attendance and punctuality to school declined and he was at risk of being permanently excluded from school. He had a casual approach to his education, his future and his life.

 

When the opportunity of attending the farm arose Simon was an obvious choice for his teacher. Despite the risk of him being kicked out of school, many members of staff agreed that he would benefit from it. At the time, he felt that the “school just wanted some of the bad kids out because inspectors were coming”;. Initially Simon was apprehensive about going as he didn’t see himself gaining from the opportunity and he was challenged by being out of his urban surroundings. However, Simon surprised himself and those around him and got stuck in to all of the activities available. He showed enthusiasm and motivated the others to get more involved.

 

Simon stepped out of his comfort zone and saw life as much more than the council estate where he grew up. He found that the experience was a different world from his (‘I never heard no police sirens’), but one he gained from. Simon has disassociated himself from the gang and has become more focused academically. A year after his initial visit to the farm Simon was invited to help out with a younger group. He valued this experience and expressed that ‘the invitation alone meant that Jamie and Tish have faith my abilities’. Although he has faced some challenges, he no longer limits himself to his circumstances and has created some goals and aspirations to strive for.

 

 

Laura, Year 10

Laura was a year 10 student in a Pupil Referral Unit, having been excluded from two schools. Laura was referred as she had difficulty interacting appropriately with staff and peers. Following the Jamie's Farm experience, Laura continued to improve her attitude, behaviour and sense of aspiration at her PRU and as a result has been enrolled in college from September.

 

“I have learned to walk away when I'm angry. This will impact my relationships at home. I have already had an actually nice conversation with my aunty and won't be as grumpy. I will try to sit down and concentrate. Here, I feel more alive, I have more energy. My behaviour will change, no more running off with boys and doing silly things. Greg did annoy me this week but I haven't snapped at him like I normally would.”

 

[Back at school, carer comments:] “She's eating better, healthier, and calmed down a lot at home. This was an important experience for her.”

 

 

Shane, Year 9

Shane is a year 9 student on the autistic spectrum referred to Jamie's Farm for deteriorating behaviour at school. He found interaction with adults difficult, and tended not to engage. He visited the farm with his form tutor and head of year.

 

Two months after the visit, staff reported that his engagement with school and relationship with teachers and students had dramatically increased.

 

His tutor said 'His relationships with staff and peers have greatly improved. Perhaps I’m so aware of how well he’s doing because he shows me his positive report card every day! He accepts praise readily now and has a great relationship with his year head. He has also broadened his network of friends, which is a significant step for a pupil who finds it difficult to interact with new peers.'