This average sized
village school serves a relatively advantaged area where most families own
their own home and where both parents/carers are employed. Far fewer pupils
than is the norm take a free school meal, have a learning difficulty, use
English as an additional language or have a minority ethnic background. The
school acts a focal point for several community activities. It has gained a
number of awards including Investors in People, the ArtsMark Gold, Bronze ECO
and Healthy Schools. It is currently seeking Inclusion Quality Mark and the
Sports Mark awards.
This is a good
school in which pupils' personal development is outstanding. Many parents
rightly comment that the school succeeds extremely well in its aim to nurture
confident, articulate and well rounded young citizens. Pupils behave very well
and eagerly look forward to their lessons and the many enriching activities
provided by the school's creative curriculum.
Throughout the
school pupils progress well.
From Ofsted
inspection report - October - November 2006
Background and
rationale
Whilst the school
has embraced the Every Child Matters agenda, the staff now want to consider the
way in which ECM features in the curriculum as a whole. In particular, teachers
are concerned to embed ECM within the curriculum and to make its place
explicit. The Project will ensure that the adults who work with pupils have a
sound understanding of the agenda and develop a consistent approach through the
school. The recent Ofsted inspection (October 4-5) makes little informed
reference to the work being done by the school in this respect; the reality is
that the school feels it has developed an effective approach which is
skill-based and cross curricular.
Project Report
Description
The tutor took three
sessions with one class in order for the teacher to observe the tutor as a
model of good practice and to try and gain a greater understanding of emotional
intelligence.
A 'Bring and Brag'
session was held and for the first time pupils were asked for group feedback on
this event.
Year 1 pupils have
had more creative opportunities due to the collaborative working of staff.
The pupils have
invented an acronym to remember the five ECM outcomes 'SHEEP'
Commentary
The project was
held during staff meeting time, and the staff really looked forward to it.
The project did
help to reassure the teachers' as they found that they were already embedding
ECM into the curriculum. However they
are now more aware of what is happening in other classrooms as the learning of
teachers is linked. ‘Pockets of staff are working together during PPA time'.
New teachers are
learning from existing staff members, although the more experienced teachers
are not always aware of the quality of learning that they are delivering.
Implications
Because ECM is
child centred the school has faith in it and it is making teachers think more
creatively about the curriculum.
ECM has become
explicit in planning.
PPA time is being
used for teacher learning, links are being made between the teaching of
different classes, and there is a supported dialogue between staff.
Governor level -
curriculum sub committee, looks at whole school priority issues. The governors
now have a better understanding of ECM, and are keen for the children's
learning experience to encompass Every Child Matters.
Evaluation
The project has
made the head-teacher think about how limiting the National Curriculum is. He is going to visit Over the Brow Primary
School in Bolton, where they have started to follow the International
Baccalaureate.
This is a result of
the project in making them think about their curriculum.
The school would
now like to apply for the Inclusion Quality Mark.
The project has
been 'such good value for money'.
The project is
continuing after the tutor has finished her input.
