Disseminating Good Practice And

disseminating good practice and

celebrating achievement in Wiltshire

Produced by the Schools’ Branch

Volume 5 Number 2Spring 2004

Introduction

If you have any items including articles, reports and especially pupils’ own work which you wish to disseminate to a wider audience please send either by e-mail or disc to the General Editor, Susan McCulloch (for contact details see below) If you wish to suggest a Special Issue for later publication please contact

(01225) 713742

Susan McCulloch, c/o Libraries and Heritage HQ, Bythesea Road, Trowbridge, Wiltshire BA14 8BS

Contents

Editorial3

Federation of schools4

Opportunities for learning, in all areas

of the Foundation stage, during child

initiated activities9

To investigate if a nurture project with

emotionally disadvantaged children will

enable them to move forward in their learning13

Background paper – Why Creativity and why

now?21

Raising standards through developing

creativity32

The learning gap at Key Stage 335

Literacy research and development

in R.E.38

Developing study skills with dyslexic students

in Key Stage 450

Raising the performance of girls in Key Stage 4

science at The Clarendon School53

How can I, through the exploration of gifted and

talented mentoring at Westwood St Thomas, seek

to understand myself as an educator.58

How can I live out my democratic values in practice

more fully by using formative assessment techniques?60

Pastoral support and peer counselling70

Impact of the primary school library on reading and

information literacy73

Editorial

Although this is one of our general publications disseminating information about action research projects completed in the last few months, many of the articles are linked by the theme of developing children as learners.

Craig Gibbens, in the featured article in “Research in Focus” notes that “.. it’s not what you teach this is the most important in terms of pure knowledge, but the balance of knowledge and skills with which the children then can apply their learning and move their learning forward”. He describes the role of the teacher as a “Structured Facilitator”, someone who “provides well prepared and planned opportunities with clear learning intentions and is prepared to accept different but nevertheless quality outcomes” (Italics are mine, editor). To complete this “learning picture” you will also find the prequel to this paper (pages 21-34)

This theme is picked up by Mark Potts (see pages 60-9). In this very detailed exploration of using formative assessment techniques. That is giving students both the criteria for judging their essays and empowering them to assess their own work together with written feedback form the teacher.

Also in this topic of developing learning skills, you can also find an article on developing study skills with dyslexic students in Key Stage 4 which demonstrates that when dyslexic pupils are given greater ownership of their own support they are more willing and able to learn (pages 50-52); another on improving students’ writing skills in RE by using a discussion framework (pages 38 –49); developing opportunities for learning during child initiated activities (pages 9 - 12) and the role of the primary school library in developing information literacy skills (pages 73-).

Self-esteem is also a key component of learning. Jill Vincent’s article looks at using non-threatening activities to increase self-esteem and thus developing a positive approach to learning (pages 13 – 20).

To add to these research projects I should like to remind you of the Advanced Information in "Research in Focus" which outlines the work of Mary Kellett from the Open University who has just published a paper entitled “Just teach us the skills please, we’ll do the rest: empowering ten-year olds as active researchers”. A title that expresses the need the young people to be taught how to learn, as John Abbott of the 21st Learning Initiative is quoted as saying “The future belongs to those who know how to learn”.

Other research projects cover such diverse topics as the role of mentors (pages 58 – 9), how a school has sought to encourage the performance of Key Stage 4 girls in science (pages 53 – 57) and tackling the learning gap at Key Stage 3 and pupils’ experience of transfer (pages 35 – 7)

School management is not forgotten in this edition of the Journal with an article on the pastoral support for new heads (pages 70 – 74) and on pages 4 – 8 a summary of the research into forming School Federations.

I hope you find much to stimulate and enjoy in this edition of the “Wiltshire Journal of Education”.

Susan McCulloch, editor.

Federation of Schools

Issues

Federation could stabilise the school population and prevent closure of village schools therefore guards village identity – Schools often a focal point of village.

It is essential that dioceses are fully involved.

Federation offers more opportunities to adopt innovative ways of sharing resources, expertise and good practice.

Federation creates opportunities to support, coach, mentor induct and develop staff members and governors.

Geographical proximity is crucial.

Recommendations

Awareness should be raised in the LEA and amongst schools about Federation.
The LEA needs to have a strategic plan, which includes clear guidelines for all stages of the process, when federation is being considered.
Church status or none may be different for the existing schools; therefore the category of the federated school must be sensitively negotiated (Trust Deeds may present difficulties).
Consider whether the education offered would be best served having a new school building.
Federation seems to be more easily managed where only two sites are involved. We would suggest no more than three.
A two-site model consisting of a split of KS 1 and 2 seems to be the most successful to have evolved.
If three sites are involved there could be specialist sites for Early Years, KS1 and KS2.
The LEA should support the staff and governors in drawing up shared Mission, Aims and policies.
Governors, well supported by LEA, should draw up job-description of Head teacher.
Consider possibility of one assistant head teacher on each site.
Consideration should also be given to complexities of travel (dangerous journeys and prolonged ones due to rivers, bottle-necks etc).
LEA should help the school to seek grants to further the development of the staff and school.
Whole community issues must to be brought into the debate; national moves for rural development should be explored in order to bring in funding.

LEA Role

Needs to be clearly defined and transparent to all.
Financial and administrative support for federation should be an integral part of the EDP.

The LEA should have a named person to: -

Provide information
Help the flow of information during consultation
Provide training for governors and head teachers
Ensure policies, protocols and procedures are followed.

The strategic plan should be sufficiently flexible to respond to local need.
The commitment should be to support schools considering federation.
Should be aware of financial implications with costed models available.
Have a strategic overview of the viability of schools (based on agreed criteria see below) and where federation therefore becomes a means of ensuring viability.

Criteria for viability

Recruitment problems especially staff and governors.
Educational standards.
Class size.
Workload on head teacher and teachers.

Educational opportunities adversely affected by mixed age-group classes, especially cross-phase.

Budgetary difficulties.
Falling rolls over a period of one year (including projection).
Accommodation difficulties (link to Asset Management Plan)
Suitability for purpose
Adequacy
Unable to meet National Curriculum requirements
Poor condition
Health and safety
Inadequate ICT provision.

Quality of Education

Advantages

Access to teacher specialist expertise
Avoidance of cross-phase classes
Consistency and continuity of planning improved
Cohort size increased and therefore less volatility at end of Key Stages
Resources targeted to age groups
Increase possibility of high quality recruitment
Reduction of teaching commitment of Head Teacher in order to improve management, including monitoring and evaluation of standards
Possibility of employing a Deputy or Assistant Head to further aid management of all sites
Academic ability groups larger to increase peer support and challenge to increase motivation
Social e.g. more opportunity to play and work with peers

Disadvantages

More difficult to enable children to have an overview of the whole school ethos
Management of two sites
May be fewer role models for younger pupils.
Less interaction with other age groups

Finance Issues

Needs to be properly financed – you do not save money by federating

Equitable resources for both/all sites

At least one base manager on each site (with some management time) as well head teacher

Headteacher – non-teaching

Equipped Head teacher’s office on each site

Travelling expenses for H.T. and other staff

Administrative support on both sites (perhaps bursar on one, general administrative support on other)

Both buildings/sites need to be age-group appropriate

Safe and secure transport for pupils

Salary of Head Teacher

Resourcing of school to meet requirements of National Curriculum e.g. hall, outdoor facilities (games, early years structured play space)

New buildings if necessary

Insurance for travelling between two sites including transport of children

Need for modern technology – probability of Broadband – web-cams would enable virtual conferencing

Equitable working conditions

Loss of Standard Fund monies from two to one school.

Staffing (see also issues raised in finance)

Advice and professional development discussions will be needed for all staff, especially the Headteacher, to provide emotional and professional support through the changes.

Clear advice should be available especially when two or more heads are in post at the time of the proposed federation.

Close links kept to professional associations at all times.

Specific training should be given to headteachers in the management and organisation of the proposed model in before they take up the post.

Advantages

Curriculum responsibilities shared

Opportunity to appoint high quality Head teacher (would need to have good strategic vision and ability to communicate this)

Extra promotion opportunities for teachers

Collaborative planning

Less isolation

Disadvantages

Staffing would be more costly

Ideas to Promote Whole School Ethos

Language of sites needs to be developed (not two schools)

Culture of shared aims and values

Opportunity to rethink all policies, school ethos etc.

Uniform

Logo

Whole staff meetings

Whole school worship/assemblies on regular occasions

Whole school web-site

Status of Schools Involved

Where there is more than one type of school involved, it is essential that the LEA and Diocesan boards work closely together with the possibility of change of status on the agenda.

It would be essential that governors and the LEA Governor Support were fully involved from the outset.

The trust deed of the schools will have to be consulted before any proposals are made.

Secondary Catchment Issues

Proximity of the local secondary.

Perceived quality of a secondary school when compared with a neighbour that one or more of the schools may feed into.

Local admission agreements and school admission policies.

Cross county issues.

Transport

Cost of transport to and between sites for administration, management and getting staff and pupils together.

Timing of the separate sites days to help staff and parents especially when out of hours clubs are in progress.

Travelling expenses built in to budget.

Insurance for staff cars if to be used for school business.

Parents

Early involvement in consultation.

Consultation should be based on the advantages and disadvantages especially in relation to the quality of education provided.

Their commitment to the one school and one ethos will be important.

Consideration should be given to how parents/staff have access to one another should difficulties be caused by transport issues e.g. children bussed in and out.

Community

Sensitivity needs to be shown to the profound changes that may occur in the communities. There is a need to be as equitable as possible in terms of support and facilities in all or both communities.

Consideration should be given as to how the school and its facilities can best support the community and how the community can support the school. This may include post office facilities, out of hours learning etc.

Governors

Guidance should be written to illustrate how governance might change, linked to possible models (see below). Guidance should be related to the status of the school and include clear protocols to show how the transition will occur.

LEA Governor Support should consider the issue as part of the governor training/awareness programme. This should include protocols to how to start the process of considering federation as an option.

Federation may solve the issue of a shortage of governors in some areas. As governor vacancies arise fairness and equitably for the different sites should be considered.

Models

Differing models of federation should be explored and used as case studies. This should include financial and organisational modelling.

Our research indicates that a federation of two schools to be ideal, three possible, four exceptionally difficult and fraught with many managerial, organisationally problems.

From the research it appears that for a 2-school federation rather than 2 all through primaries, KS1 and 2 bases appear the better option.

When considering three schools we suggest a model consisting of an early year’s base, KS1 base and KS2 base. Specialist facilities and teaching expertise can be better applied.

Criteria need to be drawn up to facilitate decision-making about which building is to be used for each phase or age group. Factors will include proximity of under-fives groups, sports facilities, toilet facilities and size of classrooms. The potential of buildings and site to be adapted will also be a factor.

Proximity

The actual mileage and difficulty of roads between sites should be carefully modelled. As the crow flies can produce a false picture.

The 4-school model will put a strain on travel and communication especially for the headteacher. This may be a crucial factor against this model.

The 4-school model mitigates against the establishment of a whole school ethos especially from the pupils’ perspective. Travelling difficulties could reduce opportunities for pupils to meet.

Difficulties of lack of proximity may be overcome by the use of technologies such as broadband and video conferencing, which may be cheaper and more effective than travel in the long term.

Ofsted

Any views of Ofsted either on federated schools or inspections of federated schools should be explored. For example what is Ofsted’s definition of small and federated? How are finances viewed in terms of value for money?

Report of behalf of the Wiltshire Federation Research Group

Opportunities for learning- in all areas of the Foundation Stage- during child initiated activities.
What was I trying to find out?

To what extent are the activities 'child initiated'.

Do all children have equal access to the activities.

Do the activities provide opportunities to learn in all areas of the Foundation Stage.

How to assess the learning that takes place and if there is a requirement to 'timetable' observation of children during the school day.

What I learned (maximum five bullet points)

In our setting provision for true 'child initiated' activities is too demanding- considering the ratio of children to adults.

Activities that children choose for themselves are heavily influenced by gender.

There are opportunities to include all areas of learning- but there has to be some teacher direction to ensure this takes place.

Observation of children involved in activities of their choice is a necessity in order to be able to assess the learning that takes place and the development of individual children.

Who was involved?
Reception class practitioner (full time) and Nursery Nurse (three mornings a week)
Reception class- 30 children
Background
In January 2001 I participated in a training session on the Effective Early Learning Project (EEL) along with the Reception class practitioner. We felt that it would be a worthwhile undertaking enabling us to evaluate our own practice and the learning taking place within our setting. The Foundation Stage curriculum had also recently been implemented and we thought it would be an opportunity to assess its impact on our setting.
Several months into the project the class teacher went on maternity leave and I took over her role including the management of the EEL project. Through the project I was introduced to a variety of rigorous research techniques- including regular, timed observations of children involved in a variety of activities during the school day. All information gathered from these observations had to be analysed and represented in graph form specifying criteria such as gender, areas of learning involved, level of engagement with activity, etc. By the end of the project I was aware of areas that needed to be addressed and this research report is the result of my findings and the methods I have introduced to try and ensure a balanced learning experience for each child.
This was an ongoing project, but I stopped working in the Foundation Stage in July 2003. The current Reception practitioner has continued with the child initiated activity system that I set up.
What I did and evidence of change
From the first rounds of the EEL observations I found that the children were not having enough opportunity for autonomy- their day was too prescriptive with little need for decision making or using their own initiative. To address this situation I adapted the 'High/Scope' techniques to suit the physical resources, including manpower, we had available. Ideally, each child should be able to make their own daily play plan setting out what they would like to do and then evaluating its success with their group. Unfortunately this requires a much higher ratio of adults to children than I had available.
Instead of allowing complete autonomy over choice of activities I provided the children with an activity board. This had pictorial representations of all activities available but the activities for a specific day would be starred. This was limiting choice- but ensured that I was able to prepare the activities in advance. It also meant that I was able to provide opportunities for learning in all six areas of the Foundation Stage and that I could include these 'child initiated' sessions in my planning.