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‘Addressing inequalities in social mobility’. What is the role of schools? Amanda Phillips headteacher of Old Ford Primary School and Culloden Primary School. Remit. Place us in the current context Cover all key stages/ curriculum/ outcomes What do we do in my schools to: raise achievement
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‘Addressing inequalities in social mobility’ What is the role of schools? Amanda Phillips headteacher of Old Ford Primary School and Culloden Primary School
Remit • Place us in the current context • Cover all key stages/ curriculum/ outcomes • What do we do in my schools to: • raise achievement • develop aspiration • improve engagement and behaviour This is the heart of what we do........ • I am going to expect you to listen, to ask questions, to challenge me, to read, to discuss, to reflect, to watch and so on......
However......... • What do you want to take away from this session? • What do you really want to know?
Lots has been written about what schools are for... • National curriculum • Academic writing • Professor John White • Professor of philosophy of education at IoE • White, J.(2007) 'What schools are for and why', Philosophy of Education Society of Great Britain IMPACT Paper No 14
Question 1 • What experiences and learning did you have, or wished you had, in your childhood, including schooling, that you value? • [What have you not forgotten?]
Question 2 • What is the point of school? • 1 minute individual thinking time • round table discussion • agree and decide on one person to speak • need to define any content words that you use (e.g. 'happiness')
When you change the way you look at things, the things you look at change
Every man takes the limits of his own field of vision for the limits of the world • Arthur Schopenhauer(died 1860, German philosopher) ‘We must look for the opportunity in every difficulty, instead of being paralyzed at the thought of the difficulty in every opportunity’ Walter E. Cole
‘If the only tool you have is a hammer, you tend to see every problem as a nail.’ • Abraham Maslow, died 1970, American psychologist
Malcolm Gladwell • ‘Author, journalist, cultural commentator and intellectual adventurer’ • Born England 1963 • Grew up in Ontario • Degree in history • Business and science reporter with Washington Post • Writer with The New Yorker magazine
Questions to think about... • ‘ “No one who can rise before dawn three hundred sixty days a year fails to make his family rich.” ’ (p.224) Do you agree? What, if any, are the implications for school? • ‘ “That means something now. I won’t forget that!” ’ (p.244) What, if any, implications does this have for Culloden? • ‘You master mathematics if you are willing to try.’ (p.246) Do you agree? • What, if any, parallels/similarities and differences can you find between rice paddies and schools? (whole chapter)
My schools: • 97% and 88% pupils from minority ethnic backgrounds • 52% and 54% free school meals • 17 and 18 different languages spoken
Outcomes Culloden Old Ford Key stage 1 L2c+ L2b+ L3 Key stage 1 L2c+ L2b+ L3 reading 87% 73% 30% reading 98% 91% 32% writing 87% 63% 25% writing 98% 90% 17% mathematics 93% 87% 30% mathematics 99% 86% 29% Key stage 2 L4+ L5 Key stage 2 L4+ L5 English 82% 39% English 86% 28% mathematics 91% 33% mathematics 93% 33% science 95% 34% science 98% 27%
On entry data May 2010 for September 2010 entry Language for communication, language for thinking, making relationships, self control and self esteem and disposition and attitudes- • 72 % between 16-26 months • 22% between 22-36 months • 6% at 36 months! • x39 not toilet trained! • x30 not weaned from bottles!
Levelling writing Task-please choose a piece of writing from the x4 on your table and level it with a partner. • Captions • An invitation • Writing from an experience • Independent writing Agree what year group you would expect these from
Entrepreneur. • Athletes. • Via kind colleagues and the Dame Kelly Holmes Legacy Trust, I'm hoping to include some athletes in the programme. I mentioned that the Olympic Park is within sight of Old Ford Road! I've been led to expect feedback and potentially a decision towards the end of the month • Musicians. I have approached the LSO about musicians coming the school - fingers crossed for the horn section coming along to make a terrible racket! • Dancers. I have approached The Royal Ballet about a couple/few dancers participating • Chefs. I ha ve approached a restaurant about sending some of their friendliest and most amenable chefs to the school. Perhaps a timed onion chopping contest inf ront of the pupils, displaying some awesome knife skills?! • Lawyer. A kind colleague has offered to consider charismatic, City-based lawyers who might be interested in giving up half a morning to get involved. • Banker. • Writerandpublisher. I hope to secure a double act, a writer and publisher. I will try to find people who are children's literature-centric. • Via friends at The Wellcome Trust and The Natural History Museum, I hope to find one/a combination of the following: • A scientist • A museumcurator • Someoneattheforefrontof technology • A TV/filmproducer • Someone from the world of politics. I've approached Rushanara Ali, MP for Tower Hamlets.
1. Resilience Dealing with confusion / difficulties Coping with distractions Inner determination to succeed. Resilience Sticking to it when things get tough Being an adventurer
1. Resourcefulness Can communicate their learning in different ways. Being a flexible learner. Can use a range of learning tools (including ICT).. Resourcefulness Developing own approach to learning. Having a range of approaches to learning.
3. Reflectiveness Consider which processes were effective for them. Look back over their learning. Reflectiveness Reflect on the process they have experienced. Given time to stop and think.
4. Recollection Using role play; drama; hot-seating; visualisation techniques. Practise repetition and review. Using mind mapping or concept mapping. Recollection Improve memory (simple taught techniques). Involving humour and other emotions.
5. Responsiveness Huge dependence on climate for learning. Staying positive (even when things go wrong). Model positive approach to change. Responsiveness Reacting to change (manage feelings) Coping with mistakes.
5. Responsiveness Huge dependence on climate for learning. Staying positive (even when things go wrong). Model positive approach to change. Responsiveness Reacting to change (manage feelings) Coping with mistakes.
