What really sets a school apart?
Although this is another in a very infrequent series of posts based on lists, it highlights the simple message at the heart of a successful school. Colin Harris, writing the TES last November, recognises that it is love – for and of school – that lies at the heart of a successful school.
Paraphrasing Mr Harris, below is a distillation of the seven things that he feels make a good school and underpin the sense of love that pervades successful schools.
- Positive relationships throughout the whole community – teacher-pupil, pupil-pupil, teacher-parent, etc.
- Key values can be seen all around
- High expectations are pervasive, from the quality of the building to the quality of work being presented
- Teachers are dedicated to those in their care
- Behaviour is excellent, because the structures are understood by everyone.
- Staff are allowed to take risks to get the best from the pupils
- Strong leadership is present – in the literal sense as well as the figurative
Forest bathing – Wikipedia. I think this actually works…#Mindfulness #in #press @psychologyzoe http://bit.ly/2plRmAG from http://twitter.com/neiljones
Baselines don’t lead to predictions. They guide the next steps. A map has a scale and a key but you have to be on the path to understand the terrain. Each half term in the classroom, for example, you take way markers to keep you on the right path. Regular, reasonable, manageable assessment of progress shapes a child’s learning. Without establishing how far or how fast progress is being made, the next steps cannot readily be planned.
An article in the TES last week points to the consultation that is starting in the UK over baseline testing at Reception (4 years old). That this debate has never gone away, is telling, so to is the fact that despite numerous attempts no agreed solution has been found. Providers of assessment materials have themselves pointed to the steep challenges that are presented in finding a meaningful way of assessing progress – and predicting future outcomes – in children so young.
All the same, working out where children are and where they are going is essential. It is necessary in informing parents and carers of how well a child is progressing in, and engaging with, the school environment. It is necessary for accountability, whether for the quality of teaching and professional development (appraisal or performance) or the success or otherwise of curriculum planning and resource management, i.e. budget allocation.
Collecting data is fine; let’s get over it. It’s obviously not the be all and end all but an important tool in our kit for creating a dialogue with parents and colleagues about a child. However the tool must be manageable and managed well; agreed by the team as a whole school policy and it must be discussed and the ramifications for subsequent provision understood. Because this is part of the narrative, the story of a child’s journey through their life in school. And that journey, like following a map could take them anywhere!
I forgot I wrote this. Twelve years ago I was Deputy Head at Berkhamsted Collegiate Prep School (now Berkhamsted Prep School). I was writing a blogpost on a site I created for a group of us who had met at an IAPS Aspiring Heads conference.
The post was written at the time when “Citizenship Education” was being discussed as the next thing to introduce to young people; aiming to develop character and values that would provide them with firm foundations in their lives ahead. It was this point – the impact on the children’s lives in the future along with the need to develop whole school culture that lead me to ask the questions:
How are we to educate for future responsibility? My Year 6 classes or my 1W RE form are not simply the 6- or 11-year-olds in front of me now. They are the voting 20-somethings or parents with purchasing power in 10 or 20 years time. So these future-adults must be able to participate in an environment which instills core values of kindness, care, humility and self-confidence. Surely school management issues and not merely to be stuffed away as a subject within the curriculum?
Throughout my career, from Environmental Education in Florida to Prep School Headship, I have sought ways to manifest a social and environmental responsibility in school curriculum and culture. Having established the principles of Education for Social Responsibility in IAPS 5 years ago, I was delighted to find this post. I was equally delighted to realise that I have remained consistent in the intervening dozen years or so with this from January 2017…
What we are aiming to do is to equip children – or perhaps more accurately the future adults who these children will become – with the mental tools to feel confident, capable and unafraid. Happy to learn to cope with and overcome any challenge that they face; to enjoy, and above all relish, the opportunity to try something easy as well as hard.
Now, after 12 years, it is a pleasure to be working in schools that fully embrace the development of virtues, values and character and its impact on outcomes. ‘Twas ever thus, of course, yet the time for antipathy and derision is over. We understand instinctively that focusing on behaviours and attitudes to learning leads to improvement. I am delighted that we can now give full vent to our passions and create schools and school systems that grow stronger and more successful communities.