Abstract
Hundreds of schools have now taken on the Quality Circle Time Model. It involves a commitment to the setting up of an ongoing timetabled programme of circle meetings, for adults and children, through which to address the key interpersonal and organisational issues affecting school development. The model incorporates a range of strategies to ensure that not only does everyone feel included and integral part of the management system but also that their relationship and emotional literacy skills are being enhanced. Every single child and adult is encouraged to take an equal responsibility for the solving of theirs and others problems and a striving towards the creation of a respectful school ethos.
In the initial stages the circle meetings act as a forum through which the school establishes firm recommendations. Once all the structures are in place the timetabled circle meetings continue to act as a review body to assess their effectiveness, a proactive system for dealing with any new problems and a forum for celebrating community success.
Independent research confirmed that of the 169 schools that responded over 100 headteachers mentioned that circle time was reported in their Ofsted inspections, 83% of 99 schools that received positive feedback claimed that circle time had contributed to their success in the areas of behaviour/spiritual/relationships/moral and cultural development.
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