Edale Residential

The Fulbridge Academy

@fulbridgeschool (Twitter and link to Facebook Page)

Ben Erskine Just Great Teaching

School to School Support @justgreatteach (Twitter and link to Blog)

!Iain Erskine

@IMErskine54 (Twitter and link to Blog)

!

National School of Creativity

!

www.fulbridgeacademy.co.uk

Agenda

Context of The Fulbridge Academy Our Curriculum Approach Life Beyond Levels The Environment Leadership The New Primary Curriculum and CPRT Our Aspirations for the Future

From Special Measures to Outstanding

In 2001 the former Junior school was placed in Special Measures In 2004 we became a primary school In 2008 we were assessed and gained the status of a National School of Creativity In March 2012 the primary school was judged as ‘Outstanding’ in all 5 Ofsted judgment areas under the then new Ofsted Framework. In March 2013 we became an Academy

“BeautifulEnvironments Make Beautiful People” (Bill Strickland)

Our Context… in an Area of High Deprivation

From Special Measures to Outstanding From 50-60% L4+ to 80-90% L4+ From Infant and Junior to Primary Academy From 4 nationalities to over 30 From Pre-National Curriculum to a bespoke Creative Curriculum From Levels and APP to a Life Beyond ABC From Autocratic to Democratic Leadership

Raise-on-Line

Context: 80th percentile: Number on role %age of children eligible for FSM %age of pupils from minority ethnic groups %age of pupils first language not believd to be English %age of pupils supported at school action School deprivation indicator

Raise-on-Line

Strengths: Value added all groups of children. All above the National Average 2014 100% of children made 2 Levels progress

Fulbridge National

FSM 102 99.8

LAC 102 100

SEN 103 100.1

EAL 103 101

Our Curriculum

CPRT8 Domains

7 PrioritiesVision and Aims

Our Curriculum

Vision and Aims !

Our curriculum must serve: The Individual:

by ensuring well-being, engagement, empowerment and autonomy. !

The Wider World: by encouraging respect and reciprocity

by promoting interdependence and sustainability by empowering local, national and global citizenshi

by celebrating culture and community !

Children’s Learning: through exploration, knowing, understanding and making sense

through fostering skill through exciting imagination through enacting dialogue

Cambridge Primary Review Trust Alliance School

The Cambridge Primary Review Trust (CPRT) is the successor to the Cambridge Primary Review !CPRT was established in December 2012 with the aim of consolidating and building on CPR’s evidence, findings and principles. !Since April 2013 CPRT has received sponsorship from Pearson Education. !CPRT is working with Pearson to develop jointly-branded support materials and services for schools.

Our Curriculum

7 Priorities !

Aims Assessment Community Curriculum

Equity Pedagogy

Voice

8 Domains !

Arts and Creativity Citizenship and Ethics

Faith and Belief Language, Oracy and Literacy

Mathematics Physical and Emotional Health

Place and Time Science and Technology

Our Curriculum

CPRTNew Primary Curriculum

Beyond ABC Nursery - Yr6Planning and

Teaching

What have we done?

Linked The New Primary Curriculum to the 8 Domains Arranged the Developmental Matters Statements to the 8 Domains Linked the Primary Curriculum to our topics/themes

8 Domains linked to The New Primary Curriculum

8 Domains linked to The New Primary Curriculum

What next?

Change the Early Years age bands to years rather than months - to fit with the rest of the curriculum Look at how the beginning of the KS3 curriculum fits in with the 8 Domains

Our Curriculum

CPRTNew Primary Curriculum

Beyond ABC Nursery - Yr6Planning and

Teaching

Why No Levels

Parents don’t understand Link between KS1 and KS2 Foundation/KS1 mismatch Referring to children as a level

Fits our Curriculum Approach

CPRT Bespoke Integrating the New Primary Curriculum EYFS - National Curriculum Creating something original and of value Assess what we teach Assessing the whole child

Pearson - Assessment Beyond Levels

Sponsoring CPRT Created the Assessment Beyond Levels course Emphasis on formative, day to day assessment

Assessing our Curriculum

Language, Oracy and Literacy: !Reading (5 strands of assessment) Accuracy Fluency Understanding Analysis Evaluation !Writing (5 strands of assessment) Accuracy Fluency Generation Analysis Evaluation !Oracy (4 strands of assessment) Accuracy & Fluency Understanding Analysis Evaluation

!!Mathematics !6 strands of assessment !Counting and Estimating Drawing and Creating Sharing and Calculating Reading and Measuring Patterns and Relationships Sorting and Analysing Science and Technology !4 strands of assessment !Design Make Evaluate Technical/Scientific Knowledge !

Arts and Creativity !Music Art Dance Drama Place and Time !Geography History Physical and Emotional Health !PE Swimming Citizenship and Ethics !Faith and Belief

Pupil Asset

Our Curriculum

CPRTNew Primary Curriculum

Beyond ABC Nursery - Yr6Planning and

Teaching

Challenges

Challenges Push themselves End of Unit Outcomes Success Steps to achieving

Mastery

Confidently achieving before moving on Slowing the process down Achieve every step Applying knowledge and skills

Teachers are the most important ingredient!!

CHILDREN  LEARN  BETTER  WHEN  THEY  ARE  EXCITED  AND  ENGAGED  –  BUT  WHAT  EXCITES  AND  ENGAGES  THEM  BEST  IS  TRULY  EXCELLENT  TEACHING,  WHICH  CHALLENGES  THEM  AND  

SHOWS  THEM  WHAT  THEY  CAN  DO.    WHEN  THERE  IS  JOY  IN  WHAT  THEY  ARE  DOING,  

THEY  LEARN  TO  LOVE  LEARNING.

Teaching has the biggest influence on a child's learning

Our Ingredients for Success

Rela=onships  

High  Expecta=ons  

Filling  the  Gap  

The  Curriculum  

Teacher  Knowledge  and  Outstanding  Teaching  and  Learning      

The  School  Environment  

Whole  School  Approach    

APtude  of  mind  

Assessment    

Pupil  Voice  

Evidence  based  Research  

The Pupil Voice

Assessment  for  Learning  Planning  the  topic  –  medium  term  Staff  interviews  Ques=onnaires  Staff  Mee=ng  School  Council,  Mini  Crea=ve  Agents,  Language  Assistants,  House  Captains,  Digital  Experts,  Academy  Ambassadors,  Academy  Buddies,    Behaviour  Management

Creativity

Creativity

“The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this

transformation is not to standardise education, but to personalise it, to build achievement on discovering the individual

talents of each child, to put students in an environment where they want to learn and where they can naturally discover their

true passions.”

“Creativity is as important as literacy” ― Ken Robinson

Creativity

Imagina=ve  ac=vity  fashioned  so  as  to  produce  outcomes  that  are  both  original  and  of  value.  

A  Crea've  person:    Ques=ons  and  challenges    Makes  connec=ons  and  sees  rela=onships    Envisages  what  might  be    Explores  ideas,  keeping  op=ons  open  

Creative Teaching

uses  innova=ve  approaches  to  teaching  and  curriculum  delivery  makes  cross-­‐curricular  and  wider  links  provides  exci=ng  and  memorable  lessons  that  encourage  an  open-­‐minded  and  ques=oning  aPtude  to  learning  and  knowledge  

!

Leading  to:  interested,  excited  and  mo=vated  learners

Creative Thinkers with Life Skills

REASON, REFLECTIVE, RESPONSIBILITY, RESOURCEFUL

Cooperation, Common Sense, Friendship, Sense of Humour, Integrity, Caring, Courage, Perseverance, Initiative, Flexibility, Effort, Problem Solving,

Curiosity, Empathy, Respect, Risk Taking and Organisation.

Creativity helps develop children into great leaders and innovators.......

Creativity at the Heart of all we do!

The Journey Begins…

Filling the gap

A place that makes you long for childhood!

Peterborough - Our local area.

Physical and emotional

engagement

Quality First Teaching

‘Good  teachers  make  a  difference,  outstanding  teachers  transform  lives.’  FiPng  planning  to  the  child  not  the  child  to  a  scheme  

Bespoke  Maths  curriculum  

English  based  around  topic  and  Alan  Peat  approach  

All  wri=ng  and  reading  through  the  topic  (Group/Guided  Reading)  

No  worksheets  or  text  books  

No  booster  groups  

SePng  

Every  child  is  the  teacher’s  responsibility  and  they  cater  for  all  the  abili=es,  na=onali=es  etc  through  a  tailor  made  bespoke  curriculum  that  appeals  to  all  children  

To plan our Creative Curriculum based on first hand experiences we…

Decide upon the outcome – celebration etc  !Select a starting point – experience or visit  !Decide on a key school visit  !Decide how you will get there – the learning experiences !Resulting in a curriculum that “engages children’s attention, excites and empowers their thinking and advances their knowledge, understanding and skill.” (From ‘The bottom line’ CPRT)

Year 6 Study the World at War

Creating a Bespoke Curriculum Opening… Truffle Moments… Celebration!

The Tudors

The Tudors

Tudors: Battle of Bosworth

Egyptians

Egyptians

Crime

In My Imagination

Time Machine

Time Machine

Time Machine

The World at War

The World at War

Ypres

Roald Dahl

Invaders and Settlers

Harry Potter

Dr Seus

Creativity

Our  crea=vity  permeates  all  we  do:  The  way  teachers  plan  the  curriculum,  

The  environment,    The  way  the  children  learn  

and    The  way  we  lead  the  school  ……

Leadership Journey ….

! to

Autocratic Done to

Compliance Teaching Direction Feedback

Line-Management Create

Dependency !!

Democratic Done by

Commitment Learning Reflection Dialogue Coaching Develop Capacity

Leadership Principles

Transformational !

Servant !

Distributed

Leadership

Those at the top look down and see only shit, whilst those at the bottom look up and only ass-holes.

Servant Leadership

Traditional leadership generally involves the accumulation and exercise of power by one at the “top of the pyramid.” The servant-leader shares power, puts the needs of others first and helps people develop and perform at a high level. Servant leadership builds better organisations and ultimately creates a more just and caring world. Servant leaders make sure that other people’s needs are being served.

Servant Leadership……

Listens effectively to others. !Understand others’ feelings and perspectives. !Fosters each person’s emotional and spiritual health and wholeness. !Understands his or her own values and feelings, strengths and weaknesses. !Influences others through their persuasiveness. !Integrates present realities and future possibilities. !Understands how the past, present, and future are connected. !Holds an organisation’s resources in trust for the greater good. !Responsible for serving the need of others and creating a sense of community among people

Transformational Leadership

Leaders inspire followers with their vision for the future !All staff strive towards common agreed goals !Leaders show concern for staff individual needs !Leaders challenge staff to improve !High Performance Expectations: Leaders promote excellence Leaders lead by example in the way they conduct themselves and live their lives in the manner that they would like their followers to do

Distributed Leadership

Distributed Leadership is a leadership approach where collaborative working is the focus, a bottom up more than a top down model of working together. It works best in an open culture of collaboration and trust. It is most effective when staff see themselves as, and are allowed to be genuine leaders in their area of expertise. Distributed leadership develops the leadership capacity of all staff resulting in improvements in teaching and learning.

IT IS FOR SCHOOLS TO DETERMINE HOW THE CURRICULUM IS TAUGHT: WE HAVE THE POWER TO SHAPE OUR CHILDREN’S LEARNING

Grammar TestPhonics Test

Academies

Free Schools

Appraisal

Performance Related Pay

New National Curriculum

Local Authority

Teaching School Alliances

Exam System

Teacher Training:

SCITT and School Direct

Pupil Premium

Vocational Education

SEN

Restoring Discipline

NLE’s, LLE’s SLE’s

“In England you are trying to do the wrong thing righter!” Pasi Sahlberg

X Test based accountability

X Competition between schools

X Standardised, prescribed curriculum

X The enemy of improved educational practice is standardisation: prescribed curriculum, one size fits all

X Punitive accountability

X No fast-tracked teachers

X Avoid confrontation between the government and the teaching profession

I Have an Educational Dream

At The Fulbridge Academy we believe that….

We work and learn in a climate of high expectations, set within a growth mindset approach with staff aligned to the school vision. We have created an inspiring learning environment that makes you long for childhood. Our curriculum is about filling the gaps in children’s lives through an innovative, challenging, creative, bespoke curriculum that is driven by the needs of the children.

We  all  came  into  teaching  essen=ally,  to  make  a  posi=ve  difference  to  children’s  lives.