Greenway Junior School
Report on teaching and learning
By
Roy Leighton
My background is an
educator moving across all key stages (I work with students, teachers and
parents on a variety of programmes across the U.K. and Europe). I also look at
the skills which incorporate learning, thinking, multiple intelligences and
managing personal and collective evolution in my roles as visiting lecturer at
the European Business School and as an advisor and programme developer for
national and global commercial and government institutions. My background was
originally in the arts and I sometimes draw on creativity based exercises to
highlight some of the more theoretical and academic aspects of my work.
There is currently much
talk on brain compatible learning, emotional literacy and delivering a balanced
curriculum where every child really does matter. Several key government
documents including ‘Every Child Matters’ and ‘Excellence and Enjoyment’ have
given schools, particularly those in key stage one and two, greater ownership
of developing true balance and innovation within their schools. However, the
habitual practice of being target focused is still very much the benchmark of a
‘good school’. Whilst targets have some merit they can, if given too much
importance, actually work against the inclusion and development of the success
and achievement that the targets were developed for in the first place.
It was on the back of a
recent OFSTED report that the Head of Greenway Junior School invited me in to
assess whether the school was providing an environment where every child and
member of staff really did matter.
I would like to state that
I am, despite an arts based background, wary of some ‘creativity driven’
initiatives. I base all my work on proof
and not just generating an activity for activities sake. The three proofs that
underpin all my work are : theoretical, research based and actual. Therefore,
the focus for my visit was to see if the students, with a balanced educational
diet of academic, creative, practical and emotional activities could feel
motivated and capable to engage and develop themselves for life in the 21st
Century.
This is a summary report
and should be read with that in mind. These are my initial observations based
on an evening meeting with the core staff and a full day visit. I am assuming
the reader has a current understanding on brain compatible learning. However, I
would be happy to answer any further questions arising from this document or
give links to web sites, books and other authorities to underpin the ideas,
concepts or claims that may be mentioned.
The report has for ease of
reference been set out in the form of a SWOT
(strengths, weaknesses, opportunities and threats) and focusing on three
key areas:
This is a school that has
every reason to be confident that it is doing all that should be done for every
child in its care. It has structures, processes, staff and students focused on
creating an environment where every child really does matter. They have gone
beyond platitudes, posturing and pretence to create a school that anyone would
be happy to have their children attend.
This school is exemplary
and I will personally promote it to other teachers, governors and leaders in
education in the U.K. and further afield as a model for how teaching and
learning could be once you have a base of risk-taking, energy, creative
thinking, openness, motivation and confidence embedded in the culture.
It has been inspiring to me
to spend some time in the school. It gave me a real lift. I feel greater
motivation to do more to be a part of the learning revolution that is taking
place in other schools like Greenway around the U.K., Europe and the world.
The staff, governors and
students have every reason to be proud not just about what they have achieved
but to also be confident about how much further they are going to travel. This
is the school that all parents (myself included) should do all that they can to
get their children in to.
Does the school apply
core learning styles (Visual, Auditory, Kinaesthetic/Tactile) as a basis of all
lesson plans?
It is evident that Greenway
School has achieved what most schools only dream of:
Continuity of approach in
teaching and learning across all year groups in all lessons all the time. This
uniformly dynamic, multi-skilled approach to teaching and learning was apparent
in every lesson and was reinforced through the questioning of teachers and
pupils.
There were a small number
of children (two out of a class of around 30) who did not like ‘all the
standing up and playing games’ and would have preferred to sit and listen.
A potential weakness could
be in relation to other schools. Those that hold fixed opinions of how teaching
and learning should be delivered may regard the activities in Greenway as
somewhat revolutionary and may seek to block, criticise or in someway undermine
the innovative practices. In my work within organisations both in the U.K. and
globally on developing mature learning organisations I am often confounded at
the levels that others will go to block new ideas.
Whilst not being in a
position to judge or comment on the relationship with the feeder schools
associated with Greenway it may be an issue for the students that leave this
dynamic environment that they often then find themselves, potentially, in a
school that does not imbed teaching and learning within the curriculum at this very high level. For more
sensitive, emotionally literate and mature student this could be a very
regressive and damaging step.
The school, whilst being a
training school at the moment, should raise its profile nationally as a place
for other teachers to use as a resource, practical example of what is possible
and a source of inspiration.
The school should build
further ties with the infant and secondary schools that are part of the
learning community to create a continuity of teaching and learning across the
key stages.
The only threat that I see
for this extraordinary school is that others in power and influence, who do not
either understand or appreciate the breakthroughs in teaching and learning over
recent years, may use their influence to block the flow of enthusiasm of
teachers, parents and pupils.
Do the students have the
capacity to understand their own learning style and does the school have a
balance between developing confidence and learning in all children in line with
the government’s agendas outlined in ‘Every Child Matters’ and ‘Excellence and
Enjoyment’
It is apparent from all the
pupils that I spoke with that the language of learning is commonly used and
referred to. They understand that learning can be done by seeing, hearing,
doing and touching. They also know what they had a preference for. They
appreciated that other people learn differently and that it would not be fair
if all the lessons were only delivered in such a way as to cater for one key
style.
The following is a summary
of questions asked and feedback from students as an assessment of the capacity
of the teachers to deliver a multiply intelligent curriculum. The questions
were worded to engage the students at their level of maturity and understanding
and link directly to Gardner’s multiple intelligence model.
Analytical/mathematical intelligence – are there any teachers that really help you to work in a clear, structured way and make you feel that the lesson is ordered and planned well? Any teachers who are really good with numbers?
‘ All our teachers want the best for us. They like us and tell us that they do. We like them too. Most of the time!’
The students stated that
there were one or two teachers who really liked ‘numbers and science stuff’ but
all the teachers clearly set out the aims, targets and expectations of lessons
in a structured, focused and ordered manner.
Physical/practical intelligence- do you learn using movement and are there any teachers that are very good at this.
The feedback was that all
teachers do physical stuff in every lesson. The students knew the term ‘brain
gym’ and showed me a number of exercises for getting your ‘body to wake up your
brain’.
This is an exceptional
point that attention should be drawn to : the staff in Greenway school all use
physical learning in all lessons. This is very rare. Whilst in a good number of
schools I have worked in there maybe a small enthusiastic group applying such
effective techniques, it is very seldom to find kinaesthetic means for
delivering teaching and learning central to every lesson, every day for all
staff. This is remarkable and highly praiseworthy.
Intra-personal
intelligence- are you allowed time in lessons to stop and have quiet time to
think about what you are about to do or have done?
‘We are always thinking about what we are doing and why. I like it. It makes me think about the reason for doing something which makes me want to do it.’
Most lessons seems to be
fast paced and engaging but time is taken to make sure that there are moments
to focus. Some teachers do more ‘quiet time’ than others, but, again
remarkably, creating moments for reflection seems common to all.
Interpersonal
intelligence- to what extent are you encouraged to work in pairs, teams and
groups.
Students were more
enthusiastic about the amount of time they have doing projects in teams, groups
and pairs. From whole lessons to quick review sessions at the end of lessons
there is a strong element of developing social skills.
From the point of view of
the staff there appears to be a very high level of support, openness and
genuine respect between this very able team. When asked about how they
functioned as a team not one of the staff I spoke used it as a green light to
bitch about colleagues and the SLT. In fact, the enthusiasm to share, support
and learn was extraordinary.
A young member of staff
commented on how the staff room was a real centre of ‘fun, support and advice’.
A number of staff who had been there for a while commented that they have no
desire to ‘move on’ as they are ‘still challenged, still learning and still
valued’.
I noticed how much
laughter, physical contact and playful banter there was amongst staff. This
capacity for the ‘grown-ups’ to exhibit respect and affection for each other is
massively important in providing role models to the children for what real
adult behaviour is.
In my work as visiting
lecturer at the European Business School I deliver a programme drawing from the
work of Dr. Clare W Graves. Graves provided a clear structure to help
individuals, organisations and cultures take action and change thinking in
order to evolve to become mature and capable. The staff at Greenway are the
best example of what an effective, mature and evolving organisation should look
like that I have ever seen.
Too many organisations give
too little value on interpersonal/emotional intelligence. They do this at their
peril. The key reason why organisations fail is because people know the rules,
the process but do not know how to deal with each other with respect, value and
maturity. The Head and Senior Leadership Team at Greenway have made conscious
and sustained efforts to recognise and celebrate the contribution that all
staff make to the school. Their reward is a group of committed, personable and
effective professionals.
Musical Intelligence- to what degree is music, singing, rhythm and rhyme used in the class?
‘There is a lot of music
and we like it like that’
Common
in many primary schools is the use of music for influencing the neural,
emotional and learning state of the child. I did not see anything significantly
new in what the school was doing to use music as a learning tool. Beyond the
usual songs to learn by and mood changers this area of Greenway was much like
other schools that have recognised that music matters.
Naturalistic intelligence- how often do you get to learn by either going outside or using how the world works to assist you?
The school has invested
significantly in a fantastic play area to challenge co-ordination, social
skills, positive play etc. What is notable is that they have placed it at the
front of the school not put it around the back. They have more than enough room
to do this.
The Head explained that the
students took the lead in designing, interviewing and negotiating with the
manufacturers. It is testament to the confidence of the students and trust of
the staff that such a marvellous resource has been put at the heart (the front
at least) of the school.
There are, in addition,
many opportunities for the children to do outside learning and, according to
the students, some staff like the summer because they do move lessons outside.
Visual/spatial
intelligence- do you do much art, drawing, design in your lessons? Are you
encouraged to have big visions for yourself?
‘We are always using pictures, spider-grams, and colour in lots of lessons – not just art’.
‘We are helped by the
teachers to think big and be brave’
This is a school that
positively encourages the children to see themselves as having a big
contribution to make to the world. Whilst some children may feel challenged by
a constant message of high expectations the children I spoke with like working
in an environment where they are encouraged and expected to do well.
It should be noted that the
school strikes the right balance between generating expectations for their
grades and the expectations for their social skills. We have a growing number
of suicide and self-harm amongst our teenagers and those in their early
twenties in the U.K. Unfortunately the larger number of these unfortunate
children have done well academically but have not been prepared to manage the
challenge of living in an increasingly complex and challenging world.
The vision that the school
is endeavouring to give to the children and staff is one of continued
development both personally and professionally. Too many schools have focused
on testing too soon. For too many of our children this can damage them for
life. Indeed, if children are repeatedly given a message, positive or negative
in their early years the brain will either grow or disconnect based on the
vision it is creating. This is a process known as ‘neural-pruning’. Whilst most
countries in Europe have taken this science and adapted the education of the
children accordingly, we are some way behind applying this learning in the U.K.
In Sweden they do not do
formal testing of children till they are 7 or 8. By the time the children have
reached 11 they have outstripped the children in this country because their
learning brain and personal confidence has been built on positive vision and
encouragement.
Verbal/linguistic intelligence- do you do lots of word-based games, exercises to help you learn?
‘We still have to do lots of writing, but we do spend time talking and questioning. It is strange here, we are given lots of time to talk and in other schools they want the children to be quiet all the time. Well, that’s not going to happen is it?’
I was witness to excellent
dialoguing, open-ended questioning and high-order discussions taking place. The
thing that struck me, again in every lesson, the focus of the staff was to give
the feeling to the students that they were part of a conversation, not at the
receiving end of a lecture. They gave them the impression that they had choice.
Parents may not be aware of
the high level of learning that is taking place and could be at best ignoring
and at worst positively blocking the learning preference of their child.
Also, the schools that form
part of the partnership may not be working to the same focus of learning and be
more influenced on the outcomes of league tables and not the whole child
therefore there could be a potential conflict here.
Parents could be invited in
to observe some classroom practice and discuss their own learning style and
that of their child. Teachers from other schools could set up some kind of
formal or informal knowledge exchange in order to make sure that students have
consistent messages of their values and their learning throughout all key
stages.
It may also be good to
develop philosophy for children (P4C) programmes as other schools do. Go to www.independentthinking.co.uk
for more information on the P4C programmes.
Egos, fear, lack of
emotional maturity could block the adults in the lives of the children from
engaging in a process that they feel threaten them in some way.