celebration of whole education practice · this booklet is a celebration of the hard work that...
TRANSCRIPT
Celebration of Whole Education Practice
Summer Conference, June 2017
Nominations 2016/17
Page Contents
2 Introduction 3 Broadening Access to a Cultural Education 4 Being a Whole Education Champion 5 Developing Character, Resilience and Wellbeing 9 Engaging Parents and the Wider Community 10 Flipped and Self-Regulated Learning 13 Innovations in Language Learning 14 Innovations in Literacy 16 Innovations in Maths and Numeracy 18 Leadership, Culture and Change 20 Narrowing the Gap 21 Project-Based Learning 22 Student Leadership 23 Transforming Professional Learning 25 Whole Education Curriculum 28 Leading and Managing Curriculum Change 29 Student Agency in Learning 31 Whole School Numeracy 32 Thank You
Contents
Contents
This booklet is a celebration of the hard work that schools in the Whole Education network are doing to innovate and implement a curriculum that enables an entitlement for all learners to a fully rounded education. As a truly school-led network, all of our initiatives are shaped, developed, and in many cases, delivered by our members. Providing a whole education in the current educational context has its unique challenges - curriculum and assessment changes, a recruitment and retention crisis and a focus on narrow performance measures. We’re excited that schools in the Whole Education network are thinking creatively about their curriculum and how they can provide more of a whole education than the accountability system demands. As Tim Brighouse said in his TES blog ahead of our annual conference this year, we need to ‘protect our most valuable resource - our teachers’ and to harness staff curiosity and energy to preserve teacher well-being at all costs. In schools, we need to ensure we are ‘watering the plants’ by nurturing staff and encouraging our colleagues to take real responsibility and ownership of their development. In the pages that follow, you’ll find just a few examples of the amazing work that practitioners in Whole Education schools are doing to create an education worth having for their students. You’ll find their pictures and contact details so that you can continue conversations about how to apply their ideas to your own school context. I encourage you to use this as a reminder to ‘look outwards, not upwards’ for the brilliant practice that can be seen in our schools.
Sir John Dunford
Introduction
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Sponsor:
Broadening Access to a Cultural Education
Jeremy Pratt & the Culture & Performing
Arts Team William Elllis School
The team has invested time in developing students’ creative talents. Boys’ artwork has been displayed
in Highbury Station as part of ‘Art on the Underground’ and disadvantaged boys with an
aptitude for music are offered subsidised lessons. Students and parents have reported that such
activities have helped them to build self-esteem and a sense of identity, and over half of KS4
students now choose art and/or drama for GCSE.
Wendy GregoryThe Keys [email protected]
Wendy has led a team to establish a
culture of excellence in her MAT through her ‘Leader of Purpose’ role. She has maximised the opportunities for art
for all pupils and the impact is visible – exellent displays throughout the school. High quality CPD is being facilitated and
links to local artists, galleries and schools are being established.
This Interest Group explores ways to ensure culture is an integral part of the curriculum.
Being a Whole Education Champion
Vicki RahnCaedmon College Whitby
Vicki has organised international CPD visits and leadership courses for students to three different continents. She has
integrated regular coaching and goal setting for all students at KS3, implemented online learning platforms such as Real
Smart, and replaced parents’ evenings with development conversations. This has embedded a ‘whole education’ culture
in the school, with endorsements from parents, students, peer reviews and Ofsted. The school is now receiving more
applications for year 7 and shows faster progress in moderated work. Vicki also supports other schools by hosting ‘best
practice’ visits.
Whole Education Champions play a central role in supportring colleagues to engage with the network and delivery of a ‘whole education’.
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Natasha Gleeson Nene Park Academy
Natasha launched the ITV #BeKind campaign in school, with every student receiving a positive
message from another student. The project promoted harmony and instilled the idea that kindness is a key
part of the school’s culture. To promote the campaign, she emailed ITV’s ‘This Morning’ who offered to do a live TV link with them. Students were interviewed prior to the visit, and pre-written #BeKind messages were read on live national TV! Having ITV’s backing
made the campaign all the more real for students. #BeKind has become an ongoing project due to its
impact on student wellbeing. Claire Curry
Walsall [email protected]
Claire implemented and developed a coaching
system for KS4 and sixth form students. She led effective professional development for staff,
the creation of student-friendly support and a robust evaluation procedure. Within 3 months,
400 students were receiving regular, meaningful coaching. This was then developed to include
student-led parent conferences that focused on target-setting, encouraging students to develop
agency in learning. The system is now embedded in the school’s culture.
Developing Character, Resilience and WellbeingThis Interest Group explores how students can develop skills, such as perseverence and self-motivation, within the curriculum and how programmes to support student wellbeing can be developed.
Sponsor: Evolve is an award-winning social enterprise that places Health Mentors in schools and has a proven track record of improving pupils’ physical health, emotional wellbeing and personal development – leading to education gains.
Developing Character, Resilience and Wellbeing
Jade Hawthorne & The History Team
Conyers [email protected]
Jade and the history team (Harry Sandhu and
Wassim Ahmed) set up a local debating competition with colleagues from
the area in order to provide students with opportunities outside of the classroom and
to educate them holistically. Students at KS4 & 5 produced awe-inspiring debate speeches
which have since made the history department re-evaluate their aims, ensuring that the ‘whole
child’ remains their focus.
Nina De La Fuente Westlands School
Nina set up a Wellbeing Committee for staff and delivers training on wellbeing as part of the
school’s CPD programme. A number of clubs for staff have been implemented, including a yoga class which was extended to a group of
year 11 students ahead of the exam period. The school and staff in particular are now more
aware of their wellbeing and the importance of a work/life balance. Liam Grest
Bosworth [email protected]
Liam has embraced outdoor education, building regular cross-country history lessons into the PE curriculum, as well as orienteering lessons. The
projects have gained remarkable interest with 100% student engagement. Incorporating outdoor
education into the local historical context has strengthened students’ understanding that
education is about both the mind and the body.
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Developing Character, Resilience and Wellbeing
Marianna TurnerAnsford Academy
Marianna has introduced and embraced coaching as part of the SAIL curriculum with years 7 and 8,
ensuring that all 30 students in her group meet with her fortnightly. Students are challenged about their learning goals and supported with strategies which
enable them to move forward and achieve their goals. Students respond to clear expectations about the use of their logbooks, they are familiar with and use KED terminology with confidence, and without exception
regard coaching meetings as an important part of their schedule.
Bernie Lane & TheOutdoor Education Team
William Ellis School
Bernie has developed the Outdoor Education provision, offering camp trips to all at KS3 at minimal cost in a school with 60% ‘disadvantaged’ pupils. Developing
resilience, independence and teamwork through navigation, raft building and arts activities has
encouraged them to progress successfully onto the Duke of Edinburgh awards in KS4. The school has
supported the staff to complete the Countryside Leader award to ensure high quality provision. Now,
over 95% of boys in year 7 attend camp, with a student at risk of permanent exclusion having made significant progress as a result
of the experience.
Developing Character, Resilience and Wellbeing
Kevin Hartley & the Safeguarding Team
(Sharon Templeman, Lisa Crowther, Wendy Swanson, Sally Roddis, Chloe Templeman, PC French from
Peterborough Police, Nicola Thoroughgood)Nene Park Academy
With the establishment of a dedicated safeguarding
team, Nene Park puts students’ wellbeing and welfare at the heart of its culture. The team are committed to
supporting every child and students know who to turn to, confident that concerns will be treated with sensitivity.
Students’ and parents’ responses in the school’s bi-annual survey demonstrate the impact of the safeguarding team, with 98% of parents saying their child feels safe, and 95% saying the school teaches children about healthy
lifestyles, safe behaviour and risk.
Engaging Parents and the Wider Community
Paula Page Fulbridge Academy
Paula introduced termly celebrations’, inviting parents and the community to look around the school, at
students’ work, activities and achievements, and set up a parental engagement project, inviting parents to join in with their child’s lesson every half term. She introduced a parents’ group to discuss the school’s events and how
parents can support. Relationships and communication between the school and parents have improved and parents are more involved in their child’s learning.
Sandringham TeamSandringham Primary School
Sanringham have teamed up social justice charity Maslaha and Colombian Fundacion Escuela Nueva
and as a result they have unlocked the potential in local communities and realised their role in challenging educational inequalities. This has involved setting up ‘We Are Seeds’ - an initiative focused on getting communities and parents more involved in schools
through growing food, whilst supporting the curriculum. The ‘Big Giveaway’ involved giving 200
pupils and parents seeds and running a pot-making competition. Parents
are more engaged and are using their creativityand entrepreneurship to take
ownership of the project.
The Engaging Parents and the Wider Community Interest Group explores how implementing appropriate strategies can support learning and development.
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Sponsor: Educate Together provides an ethical curriculum suited to the education of children in today’s diverse and globalised world. The Learn Together curriculum has been developed over 30 years and is used by 90+ schools. All Educate Together schools are based on four core principles: Equality; Learner Centred; Co-educational and Democratic- involving parents, children, staff and the local community.
Sam PickeringConyers School
As part of the Spirals of Enquiry process, Sam has been looking at intervention and how to
ensure pupils make greater progress in geography. After attending a WE Flipped Learning event, he developed flipped homework to encompass
Google Earth, allowing students to go on ‘journeys,’ gathering knowledge ahead of the lesson. Teaching time is now no longer spent on teaching case study
‘fact’ but instead on applying the knowledge to exam contexts. Progress and engagement has improved
and Y12 have spoken about how having prior knowledge helps them access lessons.
The Computing TeamGeorge Spencer Academy
[email protected] The computing team have revolutionised teaching by integrating flipped learning, including making highly personalised ICT videos accessible to students via Google Classroom, anywhere and at any time. Students are able to progress through the curriculum at their own rate and tasks are set for students to prove they can apply the knowledge learnt through the videos. Students say: “It helps me understand topics in
my own way” and “It allows me enough time to go over my
weaknesses.”
Flipped and Self-regulated
The Flipped and Self-regulated Learning Interest Group explores key aspects of this hot topic, including pedagogy and technology.
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Flipped and Self-regulated Learning
Roxanne DeeShireland College Academy
Roxanne has been analysing the impact of OneNote on engagement in post-16, aiming to
encourage peer collaboration and personalised feedback. Two business studies groups
compared the impact of traditional paper resources with OneNote; the findings were that
82% of students who used both methods had higher results after using OneNote in class and for revision.
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Manisha Sahdev Shenley Brook End
[email protected] Manisha implemented Flipped Learning with Y12 Economics to encourage independent learning. Students have made greater progress and have engaged with wider reading and research, developing a more mature approach
to their studies.
Rachel planned a topic in which the vast majority of classes were taught in a flipped format. This enabled her to focus
more time on addressing misconceptions, focusing on higher-level tasks and developing exam practice. She used a treatment and control class - the treatment group’s lessons
were all flipped whilst the control group’s weren’t. The progress of the groups was
compared to identify impact. 94% of the flipped class got a higher grade in their
end of unit test, compared to 43% in the non-flipped group.
Rachel FitzpatrickShirelandCollegeAcademyrachel.fitzpatrick@collegiateacademy.org.uk
Flipped and Self-regulated
Innovations in Language Learning
Sebastian Mainard Bosworth Academy
Sebastian set up a French partnership two years ago involving regular exchanges, visits, trips and collaboration on projects. He is also
exploring Scandanavian links. The project gives students the opportunity to be in real-
life situations with French students, and joint projects have taught them that the two
countries share a common history and similar views about global issues.
Raquel Cassado Whitemoor Academy
Raquel is one of three primary teachers in the country chosen to pilot the Language Futures
programme. She has introduced Project Based Learning approaches and provided challenging
Spanish lessons. She also works with practitioners throughout the country to develop innovations
in language learning. Children with a flair for languages are now learning up to 3 at once! Whole
school events such as Spanish Café have also helped engage parents in language
learning.
This Interest Group explores ways of adapting innovative pedagogy in language learning and ways of developing global citizens.
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Innovations in Literacy
Emma HoultonWest Town Primary
Emma has extended the school day three times a week for years 5 and 6, focusing on reading and vocabulary in a school with high levels of EAL
and low parental support. Children’s enthusiasm has improved, their vocabulary has been
extended and their reading ages increased at a higher than expected rate. Children are inspired
to read more at home and the project is now being extended to younger years.
Anna KirkbrideNorthfield School and
Sports [email protected]
Anna has developed a range of templates for all staff to use when teaching writing and relentlessly seeks out resources and
best practice to improve literacy skills for all students. She has delivered literacy training to
all staff and has developed oracy skills in line with literacy. Both students and staff have reported
feeling more confident with literacy as a result.
The Innovations in Literacy Interest Group explores ways of engaging learners and improving literacy across all year groups and contexts.
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Innovations in Literacy
Lucy Strike & Rosie Earl William Ellis School
Exciting steps have been taken towards creating an oracy curriculum across this inner-city boys’ comprehensive,
with a systematic approach to developing a combination of whole-school, specialist and targeted interventions.
Projects have included Listen-EAR (Enjoy, Achieve, Respect) and Voice 21 Oracy - receiving excellent feedback. Year 7 students reported feeling “more
confident talking in front of people” and “improved debating skills and vocabulary”.
Innovations in Maths and Numeracy
Donna LeeHomewood School &
Sixth Form Centre
Donna successfully implemented a Mastery Maths curriculum with a clear vision. It
focuses on fewer topics in greater depth and students can move between groups depending
on their level of mastery on a topic. Donna leads a KS3 ‘Mastery Team’ which has led to
strong collaboration and rapid CPD. Students report being much more confident in maths and the hands-on nature has improved both
engagement and attainment.
This Interest Group promotes the development of innovative practice and curriculum design to better engage learners, raise attainment and develop some of the wider skills and qualities needed to progress.
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Diane NeilsonSt Mary’s and St Thomas’ Church
of England Primary [email protected]
Diane has created an Early Years number project which develops reasoning, problem solving and
fluency so that pupils leave reception with a solid foundation in maths. The programme is personalised
to individual pupils and is now being rolled out as part of the school’s leading role in maths hub NW3.
Children are much more confident discussing numbers as they are covered
in much more depth.
Innovations in Maths and Numeracy
Rebecca Cruise West Town Primary Academy
Rebecca has implemented mastery teaching, supporting staff in structuring lessons differently to maximise
time and develop deeper understanding. Talking and questioning techniques are used methodically to
support development of reasoning, and growth mindsets have been developed. As a result, maths attainment has
risen considerably and children’s ability to articulate their reasoning is becoming more proficient.
Leadership, Culture and Change
Tom Erskine Fulbridge Academy
Tom has led his PE team by coaching, mentoring and modelling exceptional teaching. His team
have gained expertise in a wider range of sports including: fencing, curling, roller-skating,
trampolining and archery. Many children now arrive early every day to take part in morning
fitness and many are involved in clubs and competitions. Children are learning the importance
of exercise as well as the key message that in life, ‘sometimes you lose, sometimes you win.’
Simon CoxWestlands School
Simon redefined the school’s values, in consultation with the whole school community. The framework is called
RADAR: Respect, Achievement, Diversity, Aspiration, Resilience, and was developed with contributions from parents, staff and
students. These values are now clearly visible across the school and the community is clear on what the school, and everyone in
it, is aiming for.
Robert ClearySandrinham Primary
SchoolRobert has brought to life many of the
ideas he’s come into contact with through engagement with Whole Education. He has
recognised the importance of refreshing the school’s vision and has successfully
gained buy-in from staff and embedded the key values in the operation of the school.
It is a thinking and learning school, where you can see, hear and feel the progress of
the children as you move around it.
These leaders are committed to offering an entitlement to a whole education to all our children and young people in our schools as the best way to enable them to thrive in life and work
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Leadership, Culture and Change
Julian GrantShevington High School
Julian responded to a great challenge: becoming head of a school with budget cuts of over
£1million. His aspirations were clear and he put the needs of the pupils at the forefront, and
this approach gained clear buy-in from staff and other stakeholders. Since, the school has grown in numbers, as has the school’s capacity to contribute
to wider system leadership. Julian has successfully realised the mantra
“achieving more with less”.
Angela Wells Buckingham School
Despite facing many challenges, Angela has led the school to its first ever ‘good’ rating and shaped it as a
school of choice for the community. Her commitment to the offer of a ‘whole education’ for both students
and staff was key, and supports the school’s focus on apprentices and staff development. She has since demonstrated creativity and adaptability
in approaching the next stage of the school’s development: securing its role as a teaching
school within the MAT it will join.
Kerry ScottAinslie Wood Primary
Kerry began headship at a challenging time. KS2
results that year had followed the downward trajectory and only 43% of pupils had achieved
Level 4 in reading, writing and maths. With closure imminent, she set up a research-based
plan: overhauling the staffing structure and focusing entirely on exemplary teaching and
learning practice. The school is now in the top 1% of schools nationally for progress and
has just been named as a Centre for Excellence in 4 areas.
Narrowing the Gap
Natalie HannaMendip School
Natalie has created resources to engage students with autism and other complex needs to give them a real ownership over
their learning. The independence this gives students is helping them to achieve more
and has created a culture of both ambition and calmness.
Angela CharltonNorthfield School and
Sports [email protected]
Angela develops resources for SEN students and is dedicated to supporting students to achieve their
potential. Those who aren’t meeting target grades are given intervention interviews (based on the 4 Spirals of Enquiry
questions) to identify barriers to learning and gain a deeper insight into students’ needs. She has developed
individual learning profiles for students, identifying strategies that support learning on an individual
basis. All staff now receive CPD in SEN and predicted achievement data for her year group
is improving.
Abby BeerConyers [email protected]
Abby led a Spirals of Enquiry group looking at how learning can be tweaked to include more
collaborative tasks rather than paired work. This stemmed from a discussion in which pupils said
they didn’t actually know what co-operative working was. The group experimented with
jigsaw style tasks where each child had their own responsibilities that they pooled to form a whole
piece. This led to much higher student engagement.
This interest group looks at complementing any existing work on the Pupil Premium, and working to break the link between deprivation and poor outcomes by focusing on the importance of life skills as well as knowledge.
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Project Based Learning
Michelle RossKingsmeadow
Community [email protected]
Michelle has led the introduction of Project Based Learming across KS3, devising and coordinating
a range of projects, including ‘A Random Act of Kindness.’. As a result, progress in numeracy and
literacy has accelerated. Parental engagement has improved and the school is becoming more highly
regarded by the local community. Students are happier, more confident learners and responsible
citizens in school.
Sophie Robinson &Gemma Thornton
XP [email protected]@xpschool.org
Year 7, under the guidance of Sophie and Gemma, have been working closely with Age UK in their current expedition ‘Spread A Little Happiness.’ They participated in ‘Service Learning’ by playing
games with users of Age UK in Sprotbrough and Armthorpe to find out what they liked. Students then made “Kindness boxes” for the individuals
they talked to on their visit.
This interest group focuses on ways in which learning can become more relevant for students and the impact this can have on engagement with learning.
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Simon Jackson & Learn to Lead Team
Northfield School & SportsCollege
The Learn to Lead team and student group have run a survey and sessions for the whole
year group, and are starting up student-led teams. All students in the year
group have participated in workshops on how they can change their school,
developing their leadership skills. The team are planning how they will cascade the approach to a new year group and the
Junior Leadership Team.
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Student Leadership
Yvonne HartleyThe Spinney Primary School
Yvonne has led and developed the School Council to empower children to take action and develop projects to make the school and world a better
place. Children now set agendas, chair meetings and develop their skills as changemakers.
Children share their learning via assemblies, such as ‘The Global Goals’ and ‘Diversity and Inclusion’ and run charitable events.
The ‘Student Leadership’ interest group explores strategies that don’t just hear, but empower innovative young leaders.
Simon Jackson & Learn to Lead Team
Northfield School & SportsCollege
The Learn to Lead team and student group have run a survey and sessions for the whole
year group, and are starting up student-led teams. All students in the year
group have participated in workshops on how they can change their school,
developing their leadership skills. The team are planning how they will cascade the approach to a new year group and the
Junior Leadership Team. 22
Glenn Prebble & The Student Conference
TeamSwale Academy Trust
Glenn leads the Student Conference Team , which
has seen teachers and students collaboratively planning their first cross-trust student conference. Students have been carrying out action research on their key questions with teachers and experts and will present their ideas at the conference in June. Students are getting the opportunity to network
by visiting other schools in the trust to evaluate what the schools are like, and their sense of pride
in the school is being developed through sharing their ‘USP’ at the
conference.
Transforming Professional Learning
Carmella ReeceAll Saints CE VA Junior School
Carmella has established an additional CPD session for the staff team every two weeks. The
sessions are bespoke and led by a variety of staff members, and characterised by 30 minutes
of high intensity input. Professional learning journals will compliment these sessions in the future. A learning community has been
established and the sessions have had a positive impact on standards, the quality of teaching and
learning and on staff wellbeing.
Swalefest Conference [email protected]
The Swalefest Conference team planned an event for over 600 teachers and leaders from
the Swale Academies Trust this April, involving thought-provoking keynotes and practical
workshops. The conference provided new CPD opportunities for staff, especially because all
teachers were given the opportunity to bid for sessions, regardless of their leadership
position. It also helped strengthen cross-trust relationships.
This group explores creative and innovative ways of providing CPD for teachers, and supporting schools to make the most of joint practice development opportunities within the network.
Sponsor: IRIS Connect gives you a cost effective and sustainable way to support professional growth. Informed by research, our platform offers the full cycle of effective professional learning. The combination of our personalised professional learning platform, simple video capture tools and on-going support will ensure you see real impact on learning outcomes.
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Gemma has been a driving force in making the CPD programme tailored to the needs of individual teachers
and to the school, implementing a voucher based system which allows all members of the staff to ‘be the leaders of their own learning.’ The effectiveness of this approach has been accredited by the IoE, who awarded
the school the PDQM (Gold).
Transforming Professional Learning
Javier Rodriguez GarciaWildern School
Javier has become a champion for flipped learning at Wildern. He chaired a teacher research group to support colleagues as they conduct research into
implementing flipped learning. The research led to a move towards ‘facilitation’ style teaching and to
the use of new technologies. He has since delivered ‘genius sessions’ CPD training in school and at
whole staff meetings staff are more confident and supported trying the flipped approach for
themselves. Students say lessons are more fun and the teachers have more time
to help them.
Claire Phillips Ainslie Wood Primary
Ainslie Wood were described by Ofsted as having a culture ‘where staff take responsibility
for the school’s improvement, middle leaders feel empowered to make change and evaluate
the impact of their work by checking that it’s helping to improve pupil outcomes.’ This
transformational change is due to Claire’s development of a collaborative team teaching
model. The impact has been huge, with 95% of teachers now rated good or better, and 30%
outstanding. Children’s grades have improved rapidly and the school is in the
top 1% for progress nationally.
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Gemma GoldenbergSandringham Primary
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Whole Education CurrciulumThis interest group explores how schools can best deliver and offer an entitlement to a Whole Education, with an emphasis on curriculum design.
Laura Spradbury & Amy WinterbottomBosworth Academy
[email protected]@bosworthacademy.org
Laura and Amy extended their ‘Henrichment’ project which broadens the horizons of vulnerable students and develops transferable skills. It includes outdoor learning,
hands-on experiences and involvement in the local community, and they have recently introduced a new
theme called the ‘7 Ages of Man’ which helps students to understand the life cycle of humans. Students who were
unable to cope with mainstream education have made demonstrable progress due to the safe and emotionally
stable environment Laura and Amy have created, in which they are able to nurture their curiosity.
Sponsor: OCR is a leading UK awarding body. We provide qualifications which engage people of all ages and abilities at school, college, in work or through part-time learning programmes. Our general and vocational qualifications equip learners with the knowledge and skills they need for their future, helping them achieve their full potential.
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Whole Education Currciulum
Adam Lawson, Matt Nisbet
& Heather HayesHomewood School and
Sixth [email protected]
This team has focused on developing reflection in students’ work by implementing strategies of multiple
drafting and critique across subjects. They have coached staff in the importance of dedicating time to allow
students to lead their learning in the face of ever pressing content coverage. Heather’s role reflects her passion for
encouraging excellent work by engaging twith the local community to provide expert audiences for students to exhibit what they have achieved. The standard of
work across KS3 has improved dramatically, students have more responsibility and ownership and links
with the community have been strengthened.
Jane NuthooWest Town Primary Academy
Jane has driven the use of the ‘My Cognition Programme’ across Year 5. The online resource
develops cognitive skills enabling children to access the curriculum more effectively and make
greater progress. It is part of a wider project to develop growth mindset and positive learning behaviour techniques. Initial halfway checks
indicate that children with EAL and behaviour issues show significantly improved
cognition scores.
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Leading & Managing Curriculum Change
Del PlanterMangotsfield School
Del has a clear vision and has stuck with it in the face of change and challenges. He has a direct
focus on effective implementation of assessment without levels and building up successful
elements rather than trying to change many things across the school all at once.
Zoe HamesShevington High School
Zoe has been enthusiastic and tenacious in her focus on raising attainment through looking at attitude to self and school. She
has utilised the Whole Education Network to benefit from opportunities, whilst also contributing to the network. Her findings
will not only impact her own school but schools across Wigan too.
This group explores desing and implementing a relevant and engaging curriculum that delivers in both conventional and in wider ways that will truly prepare students for life and work.
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Leading & Managing Curriculum Change
Vickie Beaney Cansifeld High School
Through her impact study, Vickie has been encouraged to consider all stakeholders to raise
attainment with Year 11 boys by focusing on revision and study skills. She has embedded the study in the
school’s development plan and curriculum provision, together with extra-curricular opportunities for students. She has looked ‘out’ to seek innovative
solutions and this had led to the impact study taking on a vastly-extended frame of reference. Vickie is now launching a whole school strategy for Home
Learning.
Stephen HoltBedford High School
Stephan has focused his impact study on designing a ‘fit for purpose’ curriculum to cater to the lower
achieving students upon entry to the school. Through his study, it is evident that he has
valued vocational skills as much as EBACC and is committed to providing a ‘whole education’.
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Student Agency in Learning
Shane RobertsAnsford Academy
Shane, as a key member of the national SAIL Maths working party, has successfully shaped the work of the maths team to reflect the new GCSE
and the skills and knowledge needed to achieve at this level. With his team he has written a number
of the new steps and blocks and created appropriate resources.
Claire Beck Lord Lawson of
Beamish [email protected]
Claire is one of the school’s Learning Leaders and the
English champion for the SAIL project. Her creativity and infectious enthusiasm has led to the creation of modules
of learning enabling students to take responsibility for their learning and extend their skills in reading, writing and speaking. In a climate of ever exacting standards and where schools risk narrowing the curriculum, her programmes are bringing excitement and a real thirst for language back into
delivery across the SAIL partnership of schools.
Whole Education schools have developed resources and pedagogy to encourage greater student agency in learning.
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Student Agency in Learning
Sam Wignell Ansford Academy
After drawing inspiration from Kunskapsskolan, Sam remodelled the KS3
curriculum to personalise learning and promote mastery, encouraging a positive
approach to lifelong learning. He has since secured funding to research the effectiveness
of personalised online learning.
Samantha Wiltshire Ansford Academy
Samantha, as a one person department, has created detailed independent learning resources,
reworking schemes so that they are integral to the four themes
covered by foundation subjects in each year.
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Whole School Numeracy
Hannah MoseleyFaillibroome Academy
Hannah launched the numeracy project in September, since then she has worked hard to
raise the profile of numeracy with both staff and students through challenging ‘can’t do’
attitudes and a focus on accountability. Hannah has organised a twilight inset, numeracy week,
how-to cards, form activities and has carried out a numeracy audit. As a result, students are more
supported in lessons, there is a consistent approach across all subjects when tackling numeracy skills
across the curriculum and it is far more visible across the school.
Christopher EcclesByrchall High School
Chris devised at two year plan to change perceptions of numeracy across the school. With a combination
of training, developed bespoke resources, advice, interdepartmental communication and resilience,
Chris has reinvigorated the school’s approach. Staff, and his numeracy project team ‘The Numerati’ now
tackle problem-solving, reasoning and numeracy head on rather than shying away from them Staff have
‘how to’ guides to use in lessons and are much more confident: numeracy is no longer seen as Maths
but as a vital, integral part of different subjects.
This project explores how schools can change staff and students perceptions of ‘maths,’ and make numeracy an important part of learning across the whole school.
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[email protected] 020 7250 8423
www.wholeeducation.org @wholeeducation