Bounce! is providing an outlet for my child, enabling him to enjoy being a child more and apply himself more in his learning. I like the holistic approach as this means there is opportunity for the family to be worked with as well as the child, so the child can be best supported.’ (Parent)
‘I have seen an improvement in the children who attend Bounce! This has shown itself as better ability to regulate/deescalate their behaviour, a calmness within themselves, a greater sense of happiness and better relationships with peers.’ (Pastoral care TA)
‘(the pupil in my class) … has benefited hugely from this program.’ (Teacher).
‘I like everything about Bounce! The only way of making it better would be to make it way longer.’ (Pupil)
‘(the pupil in my class) … really looks forward to these sessions and is now more open to exploring her feelings. (Teacher)
‘(the pupil in my class) … has been much calmer and happier. Bounce! has had a very positive impact on him. (Teacher)
‘(Our son) … was a very unhappy boy and the slightest thing would make him angry and he would self-harm ‘(the therapist) …was fantastic listened to our concerns she took it from there and within 2 weeks we noticed a difference in (our son), he was easier to talk down when he was angry and also stopped self-harming. (Parent)
‘As SENCO, I have observed improvements in general wellbeing in all the children involved in BOUNCE! A year 4 child who was a hard to reach pupil, is more engaged in class and with others and more open to resolving the challenges he perceives. This is such an exciting project to be involved with which involves pupils, teachers and parents.’ (SENCO)
‘Since attending BOUNCE! sessions I have noticed an increase in (my pupil’s) confidence and willingness to talk to different adults. He has also shared things about home and family which he was very reluctant to do before.’
‘It’s really helped me.’ (Pupil)
‘It’s a lot of fun.’ (Pupil)
‘I like sword-fighting and the play-doh.’(Pupil)
‘These sessions have helped my son so much, he now talks about his feelings more and expresses them in other ways instead of anger, he really has benefited so much and learnt so much.’ (Parent)
‘It has really helped.’ (Pupil)
‘The lady is nice … it’s so good here.’ (Pupil)
‘I like doing things with …(the therapist).’ (Pupil)
‘It’s really fun.’ (Pupil)
‘By making things and playing, which she loves, my daughter has found it easier to express what she is feeling. This has helped me as her Mum to navigate her difficulties and to understand what I can do differently to help her. I have been taught me the PACE method of parenting which has given me the tools to understand how to be the best parent for her and support her. Our relationship is flourishing, she tells me her feelings and empathy is growing and growing between us.’ (Parent)
‘(My pupil) has lower anxiety levels and has more independent engagement in play-based activity.’ (Teacher)
‘(My pupil) is speaking up with more confidence and engaging more with practical activities.’ (Teacher)
‘(My pupil) more regularly follows instructions with little objection. She is playing well with more children and sharing. She is engaging more with learning and will often do the activities. She is beginning to join in class discussions.’ (Teacher)
‘(My pupil) is beginning to come into school more confidently and is settling better during morning activities – she really values working with … (The therapist) … and looks forward to seeing her.’ (Teacher)
‘I like being a cat. I would like a longer time.’ (Pupil)
‘It’s fun.’(Pupil)
‘I like the games we play, and we get to play with bean bags.’ (Pupil)
