The Great Leap Forward

Facing the unfamiliar can be very traumatic and damaging to a child’s academic performance. Mark Bowles, Director of The Training Effect, outlines a new approach.

Graduating from primary school is a challenge for most children, but Risk-Avert Primary is a new approach to educating Year 6 pupils about risk-taking and coping with the transition from primary school to secondary school.

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      string(5110) "primaryleadershipTODAY •••••     Issue 242My profileBefore transferring my teaching skills to the world ofprimary education, I was head of English at Bilbrook9–13 Middle School in Staffordshire, which was the firstmiddle school to be PC networked in the country. Wepioneered cross-curricular links between classroomswithin the school. It didn’t need a great leap ofimagination to realise the potential of the technologyto raise pupils’ standards in an interactive way.My first headship was at Castle Hill J & I School inTodmorden, Yorkshire, where serving Calderdaleheadteachers had the facility of booking supplyteachers on line. My first introduction to the Internet!After my second headship in Tamworth, Staffordshire,I was appointed to Cheslyn Hay Primary School, whichhad no website.I did a trawl of school websites across the UK andTime to chatthe thing that struck me was that they basicallyrepresented a school prospectus in ‘cyber space’ withno ongoing changes made to their home pages. Relyingon my previous Bilbrook Middle School classroomexperiences, I set about creating an interactive, daily-changing school website to serve not only the pupilsbut also the wider learning community. A password-protected ‘pupil section’ was created, where pupils hadfreedom to express views about the school, knowingthat the only other person with knowledge of the pupilpassword was the headteacher.Managing the websiteWe engaged the services of a web author. I realisedthat setting up a website and maintaining it, using HTMLformats, would be too time consuming for aheadteacher and that it would take me away from otherhat rooms have had some bad press. However, MartinTibbetts, headteacher at Cheslyn Hay Primary School,gives an account of why he wanted to set up a schoolinteractive website in his current school and the benefits ithas subsequently brought to his pupils.How do youmanage yourwebsite? Have youany recommend-ations? Pleasecontact us atpltquestions@hotmail.co.ukCCREATIVE APPROACHES TO THE CURRICULUM43November/December 2005     ••••• primaryleadershipTODAYduties in school. The web authorship of the site is partlysponsored by a local company. I provided the webauthor with my vision, he set up the website, and it hasbeen changed and refined over time.The ‘Pupil Forum’ is used by pupils to expressconcerns about the school. Comments are moderatedby the web author and myself. There has been onlyone inappropriate pupil posting since the creation ofthe website, which has now nearly attracted 60,000visitors from the community we serve and prospectiveparents moving into our village.Since then a new password-protected forum hasbeen set up by the web author as a result of my school’sinvolvement in a national primary networking initiativeby five Staffordshire Schools.The RATS projectThe ‘RATS project’, (Raising Achievement ThroughSport) has improvement of boys’ writing in Y6 as itsfocus across the five schools. The project also involvesY6 girls, who are the benchmark of the project’ssuccess. All schools have shared collective SAT dataand set our stalls out to improve writing by 3–5% acrossall the schools, judged by SAT results in July 2006.This new forum is divided into two sections for thestaff and pupils of the schools involved. The staffsection enables teachers of the five schools tocommunicate with each other. The pupil section enablespupils to talk to each other as well as sharing workSee an example ofan internet policyin the Manager’sBriefcaseFor more ideas…Good Connections is a joint Staffordshire, NATE, South Bank University publicationavailable at the Bodleian Library, Oxford. This was financed by NATE and subsequentlycopied onto cassette tape for Mr David Blunkett.Many of the Good Connections recommendations have informed government ICTagendas in schools.PROFILEMartin Tibbetts is also a past Chair ofthe National Association for the Teachingof English and was also involved as anadditional inspector for HMI evaluatingthe effectiveness of NOF’s ‘ICT SchoolTraining Programme’projects being published on the site: a celebration ofpupil work shared and achieved. The project is subjectto educational research which will be publishedsubsequently. If it proves to be successful, it will provideschools in the UK with a sustainable networking modelwhich is not dependent on future government grants.The pupil response between the five schools has beenvery enthusiastic. In my own school we have seen Y6writing standards rise since the launch of the project. Thefact that Y6 pupils have met peers in other schools hasmeant that they now wish to access the RATS pupil forumas a vehicle for sharing experiences and project outcomes.The staff of the five schools involved hope to teach ineach other’s schools, have their pupilstaught in each other’s schools andmove pupil writing forward as aconsequence. The newly created forumwill become a central meeting point for250 Y6 Staffordshire pupils and theirteachers in five very different schools.Who know where it might end?�"
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Leadership

Time To Chat

1 Jan 2005

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      string(3017) "a market where schoolspay and choose. This is a big leap at a time of reductionsin funding. The system needs to support school in makingthis transition, and an earmarked or suggested fundingallocation of the percentage a school needs to spend onbuying in professional development could be a very simpleway of helping schools, school leaders and governors inmaking that provision. Finally, the question of the need forquality assurance of providers and a place to go so you canknow what available and how it is regarded was viewed asbecoming increasingly important.Conclusions and actionsA key lesson is that, in these new and changedcircumstances, there is an agenda to be seized and wedo know what needs to be done. It is also clear that in amore diverse system there will no longer be one solutionfor the system but a range of solutions and ways ofachieving our goals. This is in the end something weshould celebrate, as a ‘one size fits all’ set of answersare rarely good answers. Further, the clearest lesson ofall in the McKinsey research is that greater informedprofessionalism and creativity are needed if our ‘goodand improving’ system is to take its next steps. Top-down solutions are reasonably good at raising the floorbut they are less good at raising the ceiling.The Inspirational Schools Partnership and its foundinggroup of head teachers have committed to respondingto the agenda and applying the lessons of the McKinseyreport, and is launching its ‘Good to Great’ programmethis September. It accepts that schools will need to makea choice for themselves and that they will need to investin this agenda if they want to move forward. It recognisesthat there is a gap in provision and it is one where we canoffer one option and way of helping schools ‘mind thatgap’ in the new environment. The solutions lie in our handsand we are inviting schools to join us and together createa solution to what we do next and how to help the systemtake its next steps forward for students, teachers andthe whole school – by, in Ben Levin’s words, “combiningvision, optimism and realism” and through an absolutecommitment to our moral purpose and a shared a belief inour young people.David Crossley is executive head of Wildern School inHampshire and director of strategy for the Tribal Group’sInspirational Schools Partnership. If you are interestedin finding out more about the Good to Great programmeemail david.moran@tribal group.com or visit www.inspirationalschoolspartnership.com.ReferencesCrossley, D; Corbyn, G (2010), Learn to Transform: Developinga 21st Century Approach to Sustainable School Transformation,ContinuumHargreaves, A; Shirley D, (2009), The Fourth Way: The InspiringFuture for Educational Change, CorwinLevin, B (2009), How to Change 5000 Schools, HarvardEducational PressMcKinsey & Company (2007), How the World’s Best Systems ComeOut on TopMcKinsey & Company (2010), How the World’s Best Systems KeepImproving"
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Leadership

Moving from good to great

26 Jul 2011

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      string(4813) "‘Some ideas for teachers getstarted with parental co-production’, is aparticularly useful contribution if you want toconsider the reform from the parents’ perspective.In the article, she provides a bullet point list for waysin which schools might approach the transition,including through holding a coffee morning forparents and helping them to complete the one-pageprofile.Special Needs Jungle has been enthusiastic andoptimistic throughout in relation to the reforms.They see it as a great step forward as a means ofacknowledging the important role parents have toplay. However, they also recognise what a leap it willbe for many institutions.Behind the scenes, work is continuing in schoolshttps://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-senhttps://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-senhttps://www.gov.uk/government/publications/p-scales-attainment-targets-for-pupils-with-senhttp://www.specialneedsjungle.comhttp://www.specialneedsjungle.com/ideas-teachers-get-started-parental-co-production/http://www.specialneedsjungle.com/ideas-teachers-get-started-parental-co-production/www.teachingtimes.com n Vol 5.2In sharp focus – SEN reform Every Child Journal19as ever before. As Ofsted acknowledges, schoolswill be on a continuum of implementation. Perhapsby next year we will start to get an indication ofwhether SEN reform is turning out to be a reason forcelebration.The peer network programme 2015–2016From April 2015, the DfE has been aiming toencourage a peer support and challenge programme.The intention is that the network should build on theSEN and disability pathfinder champions and involveLAs in leading regional events and local workinggroups to address issues that are causing concern inthe region. The peer network regional leads will besupported by delivery support contractors.Local and national accountability forSENThe document ‘Special educational needsand disability: supporting local and nationalaccountability’ addresses some of the concernsthat have been raised about how the DfE andstakeholders can be sure that SEN reform is beingimplemented effectively and that it is having thedesired effect.In the document, the DfE identifies a set ofindicators that will enable the impact of SENDreform to be monitored both at a local and nationallevel.The broad areas include:n Positive experience of the SEND system forchildren, young people and their families. To bemonitored through:❏ SEN appeals and outcomes❏ EHC plan completed on time❏ LA and parent survey data❏ Children and young people’s PersonalOutcomes Evaluation Tool (POET)❏ Feedback from independent supporters.n Positive outcomes for children, young peopleand their families. To be monitored through:❏ Attainment data❏ Outcomes for looked after children❏ Destinations after Key Stage 4 and Key Stage5❏ School absence and exclusion rates.n Effective preparation for adulthood. To bemonitored through:❏ Employment status for adults with learningdifficulties and disabilities (LDD)❏ Accommodation status for adults with LDD.There are plans for a survey ofusers’ satisfaction in summer 2016and the development of a mappingtool which can be used by the DfEto track customer satisfaction.The document also outlinesschools’ responsibilities:‘The governing body andschool leaders are responsiblein mainstream schools and haveduties to use best endeavoursto make the provision requiredto meet the SEN of children andyoung people. All schools mustpublish details of what SENprovision is available through aninformation report and co-operatewith the local authority in drawingup and reviewing the Local Offer.‘Schools also have duties tomake reasonable adjustmentsfor disabled children and youngpeople, to support with medicalconditions and to inform parentsand young people when SENprovision is made.’Warning to schoolsThere is concern LAs in some areas are placingtoo much responsibility on schools themselves tosupervise the change from the statement to an EHCplan.Schools are reminded that it is the responsibilityof the LA to co-ordinate and organise this processand not that of schools.Help and informationSupport is available for implementing SEN reform:n The Council for Disabled Children has puttogether a list of support organisations andtheir contact details.n Dyslexia Action has launched their own guideto the SEN reform aimed at parents.n NDCS (The National Deaf Children’s Society) hasproduced their own webpage indicating theresources available.n Sense for deafblind people has released aguide for families.n The Special Needs Jungle provides insightinto what is happening from a parent’s point ofview and legal advice and help for parents stillstruggling with the"
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Special Needs

Progress in SEN reform

23 Jul 2015

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      string(280) "... linethat Laxman had drawn. But the old man said that he couldn’t reach the cupof water that she had put down for him. ‘Step forward, my dear,’ he said.Sita stepped across the line. Instantly, she was caught in a vice-like grip asRavan took hold of her. Sita ..."
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      string(5625) "and Ram agreed that Bharat should go back to Ayodhya and be kingfor 14 years. But Ram would be the true king. His sandals would be put on theroyal throne to remind everyone. And just one other thing: Bharat must notlive in the palace, but in a mud hut , like a hermit.Ram, Sita and Laxman lived happily together in the forest. They slept underthe stars on beds of leaves and grass and lived on fruits and berries. But theybecame uneasy. There always seemed to be someone following them,someone watching them… just like a shadow. The shadows of demons.LIGHT & DARK ■ PROJECT PLANSteaching & learning  ■ Creative teaching This page may be photocopied for use only within the purchasing institution.One day, they heard a scream and they came face to face with a hideousdemon. She had wild bloodshot eyes and tangled hair. Her voice, when shespoke, was like a growl. She was called Surpanakha, and was the sister ofRavan, the powerful ruler of Lanka and the king of the demons. She hadnever seen such handsome young men like Ram and Laxman before and shefell in love with them, there and then. Surpanakha looked at Sita and becamejealous. She rushed at Sita with bared fangs and outstretched claws. Laxmanrushed to Sita’s side and cut off the demon’s nose and ears. Screaming inagony, the demon rushed off into the depths of the forest.Surpanakha went straight to her brother, Ravan, the mighty demon king.Ravan was angry that Laxman had hurt Surpanakha and promised his sisterthat he would not rest till Ram and Laxman had been punished. He sworethat they would suffer and die a horrible death. Ravan thought for a longtime about what he should do. ‘I’ll Capture Sita and bring her to Lanka,’ hethought.Ram would follow to rescue his wife. Ravan would wait, surprise Ram and killhim. Ravan was pleased with this plan and decided to kidnap Sita himself.He took his flying chariot, Pushpak, and travelled with amazing speed to thehouse of his friend, Maricha. Maricha agreed to go with Ravan and took theshape of a beautiful deer. Ravan disguised himself as a poor hermit. Theywould surprise Sita.One morning, Sita spotted a deer outside their hut. She had never seen sucha beautiful animal before. She asked Ram to bring her the deer as a pet sothat she would have company while they were away hunting. Ram toldLaxman not to leave Sita’s side for a moment. He followed the deer into theforest to capture it and bring it back for his wife.LIGHT & DARK ■ PROJECT PLANSteaching & learning  ■  Creative teachingThis page may be photocopied for use only within the purchasing institution.Ram found the deer hard to catch and it led him deeper and deeper into thedark, dark forest. Finally, Ram strung his bow and shot an arrow that piercedthe deer’s heart. The deer was changed into the demon Maricha. ‘Sita …Laxman,’ called the demon sounding just like Ram. Ram knew thatsomething was terribly wrong, and rushed back to Sita. Back at the hut, Sitaand Laxman heard what they thought was Ram’s voice. Sita begged Laxmanto go and help Ram.Laxman didn’t know what to do. He had promised his brother that he wouldnot leave Sita but he wanted to rush to help Ram if he was in trouble. ‘Go andhelp Ram,’ argued Sita. Laxman agreed. He drew a circle around the hut withhis arrow and told Sita that she must not step across this line. As long as shestayed behind this line, no harm would come to her.As soon as Laxman went into the forest, an old hermit came to the hutbegging for food. Sita gave him food but was careful to stay behind the linethat Laxman had drawn. But the old man said that he couldn’t reach the cupof water that she had put down for him. ‘Step forward, my dear,’ he said.Sita stepped across the line. Instantly, she was caught in a vice-like grip asRavan took hold of her. Sita was frightened. She tried to struggle, but Ravanwas too strong. Ravan bundled Sita into his magnificent flying chariot andsped off to Lanka. Sita was his prisoner!Ram and Laxman realised that they had been tricked. They hurried back tothe mud hut, only to find Sita had disappeared. They hunted high and low forSita, calling out her name until their voices were weak. But there was onlysilence in the forest. Not a leaf moved and the birds and animals were silent.The princes needed help.LIGHT & DARK ■ PROJECT PLANSteaching & learning  ■ Creative teaching This page may be photocopied for use only within the purchasing institution.Help was on hand. The ‘monkey people’ arrived, led by their king Sugreeva.Ram and Laxman told Sugreeva all about Sita. The monkey king offered tohelp them. The monkeys could climb to great heights and travel longdistances, jumping from branch to branch of trees. Sugreeva promised toreward the first monkey who found Sita.So hundreds of these nimble little creatures scattered in different directionsto look for Sita. Now there was one monkey called Hanuman. Ram had afeeling that it would be this monkey who would discover where Sita hadbeen taken. Ram took the ring that he wore off his finger and gave it toHanuman. He knew that Sita would trust the carrier of this ring as a truefriend of Ram.A bird flying high saw Sita sitting crying in Lanka. The bird whispered thenews to Hanuman. But Lanka was an island and many miles of water wouldneed to be crossed to reach it. Hanuman said he would leap across the ocean.He planted his feet firmly on the ground, took a deep breath and grew to anenormous size. He launched himself into the air with a mighty roar. He flewhigh up into the air, across the ocean,"
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Creative Teaching & Learning

Light and Dark Religious Education Project Plans

7 Feb 2012

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