tag:blogger.com,1999:blog-76144018844842743912024-03-13T10:38:11.932-07:00Learning out loudA place for Elliot Foundation people to reflect upon the many things which can improve outcomes for all childrenHugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.comBlogger15125tag:blogger.com,1999:blog-7614401884484274391.post-54668319607903604052022-01-05T07:16:00.005-08:002022-01-05T07:17:31.899-08:00The return of almost normal by Johanne Clifton<p><span style="font-family: Arial; font-size: 11pt; white-space: pre-wrap;"><b>The return of almost normal</b></span></p><p><span style="font-family: Arial; white-space: pre-wrap;"><span style="font-size: xx-small;">Written on 3rd November 2021</span></span></p><span id="docs-internal-guid-8622dc51-7fff-dc0d-b3b8-2278047c8c7e"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Ask any teacher about the best part of coming back this year. I am confident they will say ‘being back to almost normal’. Hearing children out in the playground, opening doors in the morning to children simply walking in as they arrive and being able to work in groups again. Teachers can even go to the staffroom instead of communicating via screens from their bubbles. I was moved when a head told me a boy asked where he could play. ‘The whole playground of course’ was the reply followed by an excited shout as he ran out across the field to join a group of friends - together. There have been Autumn fairs, plans for Christmas performances and the return of choirs and music lessons.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Quite simply we have missed the joy of being together. Covid-19 brought with it the unique cruelty of making dangerous all that we love and gives us hope. To sing together, play music, dance, simply run across the playground and be with whoever you want. Each of us felt like we had the potential to be dangerous, toxic to those that we love the most. I met one child afraid to go outside when there were others in the street. No-one can bear the return of all of this. I know headteachers will do all that they can to rally their communities and try to keep them safe. But this time, it is different. This time we know what we can do.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Throughout the past 18 months we have worked creatively to find ways to connect and share. On our return, we have continued to use technology to develop innovative ways of teaching. We have maintained rich relationships with parents and carers by sharing open ended tasks that they can upload to school platforms and so be more equal partners in their child’s education. Many of us have taken the time to interrogate our curricula and develop new, more interesting plans by thinking more deeply. Teachers have owned their professional development and followed their interests to bring back new skills to the classroom. Artists have led digital creation through film, story, dance and music and this, in turn, has upskilled teachers in their knowledge of what is possible. Schools have made links across regions to share celebrations, including an academy trust-wide dance to welcome the giant puppet, Little Amal, on her journey from Syria to highlight the plight of refugee children.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Our biggest worry in schools continues to be for our most vulnerable. Children with special educational needs and disabilities have suffered most in this period. Services have been variable and many have not had the vital support they need. All schools are reporting that there are high levels of need in the early years, in a way that they have never seen before. Again, the arts can show us what is possible. We plan to work with Open Theatre to learn the skills of non-verbal communication. One way in which we can improve how we work with our young people in a way that we would not have known about before.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">You see, we have hope and we have learned so much. We know that things will change and get better. The arts help us to grow around our losses and value what we have learned. It moves me to tears even now hearing children sing together. Such a simple thing but it reminds me that we know what is important, even when the world of schools feels too much. We know that we need to keep thinking big and looking beyond the horizon, not staring at the ground chasing short-term intervention and catch-up programmes. The arts sector are our real partners here, ready to show us what is possible and how we can get there together.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Johanne Clifton</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Head of Curriculum and Virtual Learning</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Elliot Foundatio</span></p><div><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span>Ellen Burgesshttp://www.blogger.com/profile/11649088671256147422noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-65811558761472677472021-06-09T22:16:00.002-07:002021-06-09T22:16:51.585-07:00The new Early Years Foundation Stage Framework by Alice Francis<p><span style="border: none; clear: right; display: inline-block; float: right; height: 113px; margin-bottom: 1em; margin-left: 1em; overflow: hidden; width: 151px;"><span style="font-family: arial;"><img height="113" src="https://lh3.googleusercontent.com/abhNBHeyyEftHtt3SAHwyf1k6ziq_ftpP5OTEC8Y9ssorIHbBAfozRjmtsxr7TydAbQQiynYV-Jqsv6BweGVE6YVB8qQwfCI7mTq-danRc1V0u4DzemS_QqnNiAEt4lNhHJn3RRD" style="margin-left: 0px; margin-top: 0px;" width="151" /></span></span><span id="docs-internal-guid-fc02d702-7fff-d936-d0af-152aacf05cf0"><span style="font-family: arial;"><span style="font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"></span></span></span></p><p><b><span style="font-family: arial;"><br /></span></b></p><p><b><span style="font-family: arial;"><br /></span></b></p><p><b><span style="font-family: arial;"><br /></span></b></p><p><b><span style="font-family: arial;">Another brilliant idea by the government entangled in a web of confusion and increased workload</span></b></p><p><span style="font-family: arial;">The decision to become an early adopter school was an easy one for us at Pinkwell. We knew that a year of ‘playing around’ and speaking to other early years professionals would be beneficial in order for us to get our heads around the new framework. </span></p><p><span style="font-family: arial;">As the government suggested the changes to the framework are being made in order to</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: arial;">Improve outcomes at age 5, particularly in early language and literacy and especially for disadvantaged children</span></li><li><span style="font-family: arial;">Reduce workload and unnecessary paperwork so you can spend more time with the children in your care.</span></li></ul><p></p><p><span style="font-family: arial;">These aims sound wonderful! Just what we all have wanted for a long time in the early years. But, does this framework really allow for it? If so, how? </span></p><p><span style="font-family: arial;">This year we have had to change our mindset and focus on formal observations, ensuring that formal observations on our children are only captured when they have mastered a new skill or an emerging skill. For years we as early years professionals have had to prove our knowledge and assessment of the children in our care by endless paperwork, observations and assessments, but now we are having to trust our own professional judgements and judgements of our colleagues of our children in order to assess accurately and correctly. </span></p><p><span style="font-family: arial;">As the assessment bandings have increased for example from 8-20 months to 0-3 years, 3-4 years and Reception, we have had to shift our finite view of child development from a narrow to a more broad perspective. Trusting that we are able to competently be able to verbally explain the broad ranges of child development in each band. </span></p><p><span style="font-family: arial;">Now as a part of the Senior Leader Team at Pinkwell, I do understand the importance of tracking progress and attainment across the year, however, how can you track and measure progress if children stay within the bandings over the course of the academic year or a term? Does this mean there has been no progress? Of course not! But that is what it will show on paper…...unless you change the bandings and make them less broad…. Just like they were before!! This lovely cycle of reflection, change and adaptation we are so familiar with in education. </span></p><p><span style="font-family: arial;">Overall, would we change our decision to have been an early adopter school? No, why do you ask. Because without this time we have had this year to reflect, change and adapt it would be hard to support our trainee teachers and NQTs next academic year. </span></p><p><span style="font-family: arial;"><br /></span></p><p><span style="font-family: arial;">Alice Francis- Assistant Principal EYFS- Year 1 Pinkwell Primary school </span></p><div><br /></div>Ellen Burgesshttp://www.blogger.com/profile/11649088671256147422noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-9932720920696261812021-05-18T02:07:00.000-07:002021-05-18T02:08:09.499-07:00“Why,” said the Dodo, “the best way to explain it is to do it.” - A blog by Sarah Edwards, Cavalry Primary School<p><span style="border: none; clear: right; display: inline-block; float: right; height: 114px; margin-bottom: 1em; margin-left: 1em; overflow: hidden; width: 131px;"><img height="114" src="https://lh4.googleusercontent.com/2fyKIGOk_AvLqtHqjc4-6tg2Wo5-ERhYXuKyD-Y1ToIRCcF6ZL2cVmj43ASTGpLnEecliwsZXJbLzAafF8M8Uy6WykUCDNdhkCiFvPNd0Q3WMoODgGa6mhbzG8VXhAK0UR0Q_ZdS" style="margin-left: 0px; margin-top: 0px;" width="131" /></span><span style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">The Elliot Foundation Academies Trust - East Anglian Schools Create and Design Reflection.</span></p><span id="docs-internal-guid-522ec68d-7fff-fe47-d60f-4543da9330e0"><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 12pt; margin-top: 0pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 13pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">The journey so far...</span></p><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; list-style-type: disc; margin-left: 11pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="background-color: white; line-height: 1.38; margin-bottom: 12pt; margin-top: 12pt;"><span style="background-color: transparent; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">How are you working as a trust to deliver Create & Design?</span></p></li></ul><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 12pt; padding: 0pt 0pt 12pt 0pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Through the appointment of an Arts Ambassador in every TEFAT academy in East Anglia, we are working as a Trust to deliver the inspirational and exciting ROH Create and Design programme based around the ballet of Alice’s Adventures in Wonderland. The Create and Design CPD training delivered by Sarah Waterman (Project Manager) and Ruth Paton (Designer) has provided the vehicle through which our schools are working hard to put the Arts at the very centre of our curriculum offer. </span></p><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; padding: 0pt 0pt 12pt 0pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Each academy is on an individual journey to achieve the various levels offered at Artsmark (Silver, Gold, Platinum) and the project has provided invaluable CPD opportunities including how to approach designing for the stage with children. In addition to this, the 10 week unit has given teachers a model delivery sequence for their pupils; one on which future projects can be based. </span></p><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 12pt; margin-top: 0pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">As a Trust a particular emphasis is placed on aspiration and how to develop this in all our young pupils. All levels of this project offer authentic insights into the range of roles within the ROH company, promoting the many career opportunities within the arts. In the eyes of our pupils and staff, it makes the impossible feel possible!</span></p><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; list-style-type: disc; margin-left: 11pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="background-color: white; line-height: 1.38; margin-bottom: 12pt; margin-top: 12pt;"><span style="background-color: transparent; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">What are the intended outcomes in working in this way?</span></p></li></ul><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 12pt; margin-top: 12pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The aim of this work is to develop an effective approach to collective working. We believe that by working together we can increase arts opportunities and develop cultural capital for children; engaging their families and developing teachers as arts leaders. The work with Sarah and her team has meant we have felt supported every step of the way with the programme being reviewed and tailored to match the developing creative needs of each school. Arts Ambassadors from the different East Anglian settings meet regularly for peer learning opportunities and to share the creative practice which is taking place in each academy.</span></p><ul style="margin-bottom: 0; margin-top: 0; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; list-style-type: disc; margin-left: 11pt; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="background-color: white; line-height: 1.38; margin-bottom: 12pt; margin-top: 12pt;"><span style="background-color: transparent; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">What are your early experiences of working on the programme so far? </span></p></li></ul><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 12pt; padding: 0pt 0pt 12pt 0pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The programme has inspired the development of an Arts community within our Trust which is being used to provide an effective way to share resources, knowledge and expertise. As the various units unfurl, teachers are (to borrow the words from Alice) going further and further ‘down the rabbit hole’, becoming more and more inspired to make cross curricular links within and outside of their classrooms. Colleagues have been so inspired by Alice’s Adventures that they are extending the theme into creative writing sessions, music, PSHE and dance to name but a few. </span></p><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; padding: 0pt 0pt 12pt 0pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The creative and flexible nature of this programme has meant it is very easily accessible to all pupils. Differentiated outcomes have provided low-threshold, high-ceiling learning opportunities and, as a result of this, awe-inspiring creative designs are flowing from our young people. </span></p><p dir="ltr" style="background-color: white; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt; padding: 0pt 0pt 12pt 0pt;"><span style="background-color: transparent; font-family: Calibri, sans-serif; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">In conclusion, this amazing journey into Wonderland has provided our children with the opportunity to become ‘curiouser and curiouser’ when it comes to the Arts. Watching the children’s excited reactions to receiving the commission letter for the set design brief from Kevin O’Hare, listening to the ballet music tell the story for the first time or standing proud independently presenting their stage model to their peers is absolutely priceless!</span></p><br /></span>Rune Webbhttp://www.blogger.com/profile/03402007448859283524noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-58467323554541296472021-03-25T01:37:00.000-07:002021-05-17T08:14:09.510-07:00Sometimes cracks let in the light<p>19th December 2020 - The autumn term came to an end and once the structures and routine of work fell away it quickly became apparent that I wasn't very well. Three weeks previously I had discovered some fairly sizeable cracks in a house we bought just 4 months prior. This led to me experincing a difficulty breathing, which quite literally floored me and took me 20 minutes to pull myself around from. Later I discovered that this was in fact a panic attack. I arranged for a builder to come and inspect them (we'd already had a full structural survey) but I immeadietly started catastrophsing. Rationally I couldn't reason why this affected me so much. I'm not some sort of wall fetishisht who couldn't bare the thought of imperfect walls. I had every confidence in the structural survey we'd comissioned. Yet none of this was enough to prevent me feeling like it was the end of the world. </p><p>20th December 2020 - Very quickly it became apparent that I was in crisis. Throughout the night I had alternated between holding my breath to contain the panic and further panic attacks. At 5 am I got out of bed, rang my GP and a mental health hotline. By 9 am I had a plan. </p><p>23rd of March 2021 - Fastforward three months and I'm feeling much better. A combination of medication, Cognitive Behavioural Therapy, phenomenal support from colleagues, friends and Michaela (my wife) and the fact that I'm sheer bloody minded when I set myself to something, means I have managed to change my thinking. </p><p>With time and space to reflect, I realise now that this had almost nothing to do with the cracks. It was just the last problem in a long line of problems which led to me not coping. Priortising the wrong things meant that I had neglected myself and my wellbeing. Consequently my resilience was virtually non-existent. </p><p>Without the cracks I would have never have glimpsed the light. I wouldn't have realised that it was possible to behave differently, to think differently, to feel different. At first, I kept pondering when I would feel like my old self again. Then one day I felt good. Really good. Better than I had done in six months. Maybe longer. But not like my old self. And then it hit me: I was never going to feel like my old self. But that was a good thing. I'd been through a crisis and it had changed me, for the better. It wasn't a pleasant experience, in fact at times it was genuinely terrifying. However if I can apply what I have learnt as a result of it, it will have fundamentally altered me for significant long term benefit. </p><p>Our education system has been through a crisis. The cracks are visible to anyone who has spent the pandemic inside a school. Despite this enormous stress, we've adapted, sought support, supported our communities and coped remarkably well. However I'm terrified for myself, for my colleagues but most of all for the children that we're striving to get back to where we were. For school to feel like it did. If that's what we aim for, I have no doubt that we can achieve it (we're a very determined sector). However that would be a further tragedy.</p><p>Through hard work we have strode bravely in a new direction. We have embraced technological and pedagogical change in weeks and months that might have taken years under normal circumstance. All around the country all teachers have been engaged in discussions about curriculum, relationships between school and home hae been strengthened or where necessary forged anew. We're becoming increasingly comfortable with being uncomfortable due to the rate of change we've endured. If we lose this then we will have lost our best opportunity in many generations to reform our practice. Not just what we do tomorrow, or next week. But that we look to the horizon and embrace the technological and pedagogical developments that best support or learners. </p><p>The stress of the situation has revelaed and widened the cracks that were (mostly) already there. However they've also let in the light. We've glimpsed how different it can be. We've glimpsed what it is like when the reach of our learning transcends the traditional structures that have typically defined what a school is. Let's not resort to filling the cracks. Instead lets look to build new structures and systems that are inherently more resilient, reach further than our school drives, that are firmly embedded in our wider communities and as a result are less likely to crack in the future. </p>Rune Webbhttp://www.blogger.com/profile/03402007448859283524noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-53166317332549361672020-06-16T01:07:00.002-07:002020-06-16T01:07:35.482-07:00I 'do', We 'do', any chance you could 'do' too?<span id="docs-internal-guid-35f5f7f1-7fff-8d00-3712-40c38d438d2a"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Cast your mind back to the 19th April this year. A difficult and somewhat unpleasant task I know, many of us would rather not look back and face the stark reality of just how long this situation has been occurring for. On this date the DFE announced ‘Laptops for the disadvantaged’. Looking backwards is really the only direction to turn in if you want to see them, as they are conspicuously absent from the present and it’s unclear whether they’ll ever make it into the future.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Cast your mind back a bit further, this time to Sept 2017, and the fairer funding formula review. A reformation, long overdue, that was designed to address the geographical disparities in funding and replace it instead with a formula that took account of the context and characteristics of the school. Paralysed and conveniently distracted by Brexit (nice one Mr Cameron), as of yet this is still yet to be fully implemented; a cap on percentage change to overall funding still remains in place, further disadvantaging our school and its community.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Whilst the machinations of government and their subsidiaries have been doing...? (Answers on a postcard if you can tell me what we have achieved as a nation in the past few years.) Schools have been a hotbed of reformation and adaptation.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Whilst Social services undergo their umpteenth restructuring (in our area anyway) in an attempt to mitigate their lack of funding, schools continue to evolve into another emergency service. We are the agency that coordinates, with others, taking action for the educational and welfare concerns of children and families. During our current circumstances this has come into sharp focus because, unless I am missing something, we appear to be single handedly providing safe and well checks and food (working with food banks and local businesses) to our community’s most vulnerable members and doing so with a smile.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">The reformation of the school inspection framework has meant that every school has had to focus on their wider curriculum, developing an approach and content that embodies their community’s values and needs. Schools seemed to have welcomed this significant undertaking with open arms and I have been privileged enough to have heard some incredible stories of the care, thought and love that has been poured into this for the children. </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">My colleagues and I have been working tirelessly to enable meaningful learning at home, made possible through digital tools, as have many of our educational institutions across the country. With our fundamental belief that children are entitled to continue their education in a meaningful way during this pandemic, we have aspired to create and implement a system that enables us to continue to provide high quality pedagogy. We have then researched, reviewed, evaluated and revised, striving to raise the standard of this provision. This hasn’t been born out of coherent, considered, central strategy, nor is it the result of the fear of accountability. It has been achieved through solution focussed optimism and the willingness school staff and leaders to go above and beyond for the children in their care.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">So Mr Hind/Ms Spielman, we will continue to demonstrate our ‘Can do’ attitude, exemplified in a growing body of evidence, despite underfunding/a government paralysed by Brexit/a total lack of coherent governmental policy during a crisis. Is there any chance you could encourage your colleagues in government to engage with the ‘do’ element of your comments and set a considered example for us mere mortals to aspire to by delivering on the actions you’ve promised in a timely fashion?</span></p><div><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span>Rune Webbhttp://www.blogger.com/profile/03402007448859283524noreply@blogger.com1tag:blogger.com,1999:blog-7614401884484274391.post-25026130452859235912020-06-11T01:15:00.008-07:002020-06-11T02:20:25.188-07:00Revisit 'old' ideas and get them out there. (Thanks Rune)<span id="docs-internal-guid-b90a64ae-7fff-5a08-8991-bcd7e5d0b402" style="line-height: 1.15;"><p dir="ltr" style="line-height: 1.15; margin-bottom: 12pt; margin-top: 0pt;"><font face="arial" size="2"><span style="white-space: pre-wrap;">In 2016 I wrote about transition from Yr 6 into Yr 7 in the TES, this was a re-visiting of an idea I had written about in TES in 2003. Now its 2020. During Covid lock down, transition has become even more critical. I am calling on everyone to question their habitual transition practices, are they helpful and useful for our children?</span></font></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 12pt; margin-top: 0pt;"><span style="font-family: arial; font-size: small; line-height: 1.15; white-space: pre-wrap;">_______________________________________________________________________________________</span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 12pt; margin-top: 0pt;"><span style="font-family: "times new roman"; font-size: 24pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="6" style="line-height: 1.15;"><b style="line-height: 1.15;">Why it’s time to transform transition</b></font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 12pt; margin-top: 0pt;"><span style="font-family: "times new roman"; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">The removal of levels has given us a chance to transform how we manage primary-to-secondary transitions, says the founder of an educational charity, who also explains how we can make the most of this opportunity</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;"><span style="color: #222222; font-family: "times new roman"; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">By Caroline Whalley</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;"><span style="color: #999999; font-family: "times new roman"; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">04 July 2016 - 16:05</font></span></p><font face="arial" size="2" style="line-height: 1.15;"><br /></font><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: "times new roman"; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">In the world of life after levels, there is a true opportunity to put aside the stereotypes and differences that exist between primary and secondary schools to make transition easier for the thousands of children who move into Year 7 each year.</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: "times new roman"; font-size: 12pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">I see this as the perfect chance to adopt a more coherent approach across key stages 2 and 3, ensuring that tests, data, curriculum and personal knowledge are all shared across primary and secondary phases in a way that will help teachers on both sides of the transition process.</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: arial; font-size: small; line-height: 1.15; white-space: pre-wrap;">Here are some ideas for how we could align the phases to better support both children and teachers.</span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 6pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 18pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="4" style="line-height: 1.15;">Question the benefit</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 8.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">A primary teacher will usually spend a minimum of 30 hours writing transition reports for a class of 30. But how often do secondary teachers actually refer to these reports? Let’s make explicit use of transition reports − or accept that they aren’t useful and stop doing them. For any tasks related to transition, we need to ask the following questions: Do we really need to be doing this? Who is it benefitting?</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 6pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 18pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="4" style="line-height: 1.15;">Avoid lost time</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 8.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">Use May onwards as three months of learning opportunities for Year 6 students to mature into Year 7 learners, either within their primary school or their new secondary setting. Where secondary schools are already working closely with their partner primaries and progress is being made, the schools don't worry about where that progress happened or who it is attributed to.</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 6pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 18pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="4" style="line-height: 1.15;">Build mutual respect</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 8.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">Create a connected, progressive learning pathway from Year 6 into Year 7 by respecting and understanding the strengths, expectations and pedagogical approaches of each phase. Information on primary years’ achievement should be believed and should not require re-testing. Build a rich data set that all phases have confidence in and use digital technology to support data-sharing.</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 6pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 18pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="4" style="line-height: 1.15;">Plan progression</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 8.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">We should call for a national transition entitlement to bring much-needed planned progression from KS2 to KS3. At local level, local authorities and primary and secondary schools of all types should agree an annual programme of synchronised visits and wider activities. As a minimum, teachers need to be talking to one another across the phases.</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 6pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 18pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="4" style="line-height: 1.15;">Support vulnerable pupils</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 8.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">The primary teacher must brief the secondary form tutor on aspects of vulnerability and emotional wellbeing, as well as the particular and specific needs of pupils. Contact should also be made between Sendcos from the different phases to plan for learning needs in more detail. Children who are “at risk of exclusion” must be identified and continuation plans put in place for their support.</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 6pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 18pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="4" style="line-height: 1.15;">Brief the children</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 18.75pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 8.5pt; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" size="2" style="line-height: 1.15;">Primary children must, at the very least, get a briefing on expectations of behaviour, punctuality and homework, which should build on similar expectations from their primary schools. They should also receive an orienteering session to gain a sense of the geography and size of their new school, where they can also experience taster lessons and meet their new tutors. If possible, pupils should also have the chance to be taught by secondary teachers within their primary school and to have lessons in laboratories and other specialist spaces before they move up to secondary.</font></span></p><p dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: arial; font-size: 8.5pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: 1.15; vertical-align: baseline; white-space: pre-wrap;"><font face="arial" style="line-height: 1.15;">Caroline Whalley is the founder of educational charity The Elliot Foundation and a Trustee of SHINE Trust."</font></span></p><div style="line-height: 1.15;"><span style="font-family: arial; font-size: 8.5pt; font-style: italic; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span>Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-7614401884484274391.post-49289314654872267032020-06-08T23:46:00.000-07:002020-06-08T23:46:50.868-07:00There and hopefully not back again... Or how I hope that the flavour of radical change is pervasive<span id="docs-internal-guid-56f1b83d-7fff-8395-b8b6-f022d8452cfe"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">And just like that, everything changed. Issues that have challenged and frustrated me both personally and professionally were transformed rapidly. Not solved entirely, and probably only temporarily, but significant change occurred, more rapidly than I can recall at any other time. Homelessness was an active political priority rather than a convenient community drum that’s banged by MP’s in the run up to a by-election (albeit because the potential for scenes of the bodies of homeless victims would have been political autocannibalism rather than for philanthropic reasons or out of any sense of community to our fellow humans). The welfare state was rapidly, but temporarily expanded to provide those unable to work with the means to a financially viable life. Many fell through the cracks, but the impetus for change was seized and acted upon rapidly.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">In our educational setting we experienced rapid change with the adoption of digital tools to facilitate learning at home during the suspension of attendance on site for most children. Again, this hasn't been perfect; some institutions are focussed on providing ‘tasks’ (the ‘what’) and are still grappling with the mechanism to do this effectively. Others however (us included) were more prepared (fortuitously) and have been able to consider how we provide meaningful instruction and facilitate a dialogic approach. </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">With the protraction of the situation, which went from ‘How do we keep Year 6 SATS ready?’ to ‘How do we provide relevant learning opportunities for all?’, the cycle of rapid deployment of solutions has abated. A more pensive, considered cycle of planned change is unfurling in the context of us all trying to become comfortable with accepting that we in fact have little to no control - of anything. This new paradigm enables us to consider the ‘why’, the ‘what’ and the ‘how’, without the need for immediate implementation. And this is where I have found a new anxiety (it seems I’m always looking for another). </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Now that we are not required to pull solution rabbits from the hat of circumstance twice daily and thrice on Sundays, I am concerned that we will lose the radical element of any change. Contracts are potentially ending with hotels and many find themselves faced with the prospect of homelessness once more. The furlough scheme is scheduled to dissipate leaving in its wake a trail of the newly unemployed. Both of these have the potential to leave a system shaken up and with, at the very least, the newly formed. green shoots of reformation visible. New relationships forged with hoteliers and landlords could see unoccupied spaces generate an income, but more importantly generating hope and chances for the unfortunate and disenfranchised. The welfare state had the mirror held up to it, and the reflection was that the current system doesn’t provide people with the ability to support themselves and their families adequately. Only the passing of time will highlight whether my unconscious cynicism or the optimism I force myself to project will be right. </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">And Education? I suspect we may have a period of grace. Whilst we grapple with the quest to fully reopening, the all-seeing machinations of judgement may be sufficiently distracted that we may may be able to forge some lasting change that enables us to reflect on this period in the future and recognise it as a turning point for our system. Or at the very least it might mark a sizeable shift in thinking, the echoes of which will still be heard when we’ve all achieved herd immunity, are finally innoculated or are living underground. </span></p><div><span style="font-family: Arial; font-size: 11pt; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span>Rune Webbhttp://www.blogger.com/profile/03402007448859283524noreply@blogger.com2tag:blogger.com,1999:blog-7614401884484274391.post-18940943729470417912018-08-06T02:29:00.000-07:002018-08-10T08:48:42.739-07:00An internship<div dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;">
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
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<!--StartFragment--><span style="font-family: Arial, sans-serif; font-size: 11pt;">This summer I have
completed an 8-week internship with The Elliot Foundation. As a University
student in my penultimate year, I had two priorities: to gain an experience
within the charity sector and to be based in London. So when The Elliot
Foundation offered me this internship, I jumped at such an opportunity.</span><!--EndFragment-->
<br />
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<!--StartFragment--><span style="font-family: Arial, sans-serif; font-size: 11pt;">Upon arrival I was inducted
into what I would be doing for the next 8 weeks. A clear and structured
schedule was laid out before me. I would spend time in each Central Office
department. Human Resources, Governance and Policy, Estates and complete a
social media project with the CEO. Each Director met me and kindly gave me an
overview of the Foundation and their roles within it. Most importantly, I was
made aware of what motivated each member of staff. It was the desire and drive
to ensure that as many primary children as possible were allowed to thrive and
fulfil their potential. As Hugh Greenway (CEO) boldly said: ‘The thing is
Tanera, it’s all about the kids’.</span><!--EndFragment-->
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<span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">In the weeks that flew
by I undertook such tasks as collating a report for the Trade Unions, amending
HR and Governance policies, updating The Elliot Foundation social media
presence, communicating with many of the 27 Academies and taking minutes for
the important Board and Trust meetings. I gained a valuable insight into the
workings of a Multi-Academy Trust and the relationship between the education
sector and government. At a more ground level I gained a face value experience
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face in the UK. Challenges which The Elliot Foundation strives to overcome on a
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personally, motivates the other. </span><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
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<div class="MsoNormal">
<span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">I will be honest, I came
into this internship with a keen interest in the charitable sector but lacking
in a clear understanding of the educational and primary academy sector. Now, on
my final day I can reflect on the wealth of knowledge which I have attained
from The Elliot Foundation and the shared experiences of all the staff which I
have had the privilege to work with and learn from. I leave with a deeply fond
memory of my time spent with The Elliot Foundation and a great appreciation of
the work that this Multi-Academy Trust accomplishes. </span><span style="font-family: "Times New Roman",serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";"><br /></span></div>
<div class="MsoNormal">
<span style="color: black; font-family: "Arial",sans-serif; font-size: 11.0pt; mso-fareast-font-family: "Times New Roman";">Tanera Scott</span></div>
</div>
Hugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.com1tag:blogger.com,1999:blog-7614401884484274391.post-25553321648521796452016-10-06T04:36:00.000-07:002016-10-06T09:11:37.199-07:00Proud of our diversityReported widely this week has been the government proposal to '<a href="http://www.thetimes.co.uk/article/firms-must-list-foreign-workers-gw20ndp5x">shame companies</a> into <a href="http://www.telegraph.co.uk/news/2016/10/04/jeremy-hunt-nhs-doctors-theresa-may-conservative-conference-live/">listing their foreign workers</a>'. Although it is always possible that plans have been misreported, we thought we'd take this opportunity to state how proud we are of the diversity within the Elliot Foundation.<br />
<br />
<div class="p1">
<span class="s1">The Elliot Foundation was conceived as a charity committed to improving outcomes for all the children in its primary schools regardless of their backgrounds. This sentiment extends to our employees.</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">We will never be 'shamed' into revealing their nationalities. We are incredibly proud of their diversity. We cannot divulge the ethnicity or nationality of all of our 1,500+ employees because we do not have their permission to do so. </span></div>
<div class="p1">
<span class="s1"><br /></span></div>
<div class="p1">
<span class="s1"><a href="http://3.bp.blogspot.com/-7_NIR73X1BU/V_Yw0lZoWWI/AAAAAAAABeU/bLX9XaMVw1U_N9cwtMwRJUwY4EG7jdwUgCK4B/s1600/FullSizeRender.jpg" imageanchor="1"><img border="0" height="500" src="https://3.bp.blogspot.com/-7_NIR73X1BU/V_Yw0lZoWWI/AAAAAAAABeU/bLX9XaMVw1U_N9cwtMwRJUwY4EG7jdwUgCK4B/s640/FullSizeRender.jpg" width="640" /></a></span></div>
<div class="p1">
<span class="s1"><br /></span></div>
<div class="p1">
<span class="s1">But the photo above is of all the staff in head office this morning, all of whom resoundingly endorse this message. They are, reading from left to right: British Nigerian, Kenyan British, British Sri Lankan, Nigerian British, Ukrainian, Somalilander and Polish. Not in the photo is our British Jewish Office Manager and the photographer and author is a Balding Ginger European.</span></div>
<div class="p2">
<span class="s1"></span><br /></div>
<div class="p1">
<span class="s1">Our diversity is not the result of any policy or active plan. It is merely the product of drawing together people who believe that restricting children's life chances simply because of where they are born or the colour of their skin is unacceptable.</span></div>
<div class="p2">
<br />
<span class="s1"></span></div>
<div class="p1">
<span class="s1">For the record, we will never employ a member of staff or not employ them because of their ethnicity, religion, gender or sexual orientation provided that they are entitled to work in the UK. Not only because it is illegal to discriminate on this basis but because it is morally wrong!</span></div>
Hugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-38865518987108378042016-05-24T03:22:00.000-07:002016-05-24T05:03:59.580-07:00Fostering success<span style="font-family: "arial" , "helvetica" , sans-serif;">Now that the dust is starting to settle from the <a href="https://www.gov.uk/government/publications/educational-excellence-everywhere">Education White Paper</a>, there has been some time to reflect on its implications. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Shortly after publication we shared with the DfE some thoughts on a number of the potential risks or unintended consequences of the policy outlines and suggested some ways of mitigating them. But the biggest issue probably now needs wider reflection, hence this blog post.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Here's the excerpt from our initial reaction to the white paper:</span><br />
<blockquote class="tr_bq" style="text-align: left;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><b>"Engineering success rather than just delivering a policy outcome</b>: </i></span></blockquote>
<br />
<ul><ul>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>All schools to become academies does not, of itself, improve outcomes for children</i></span></li>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>MATs need to be successful</i></span></li>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>The DfE doesn't actually know what success looks like yet</i></span></li>
<li style="text-align: left;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>All it knows is what it doesn't want"</i></span></li>
</ul>
</ul>
<blockquote class="tr_bq">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i><b>Mitigation</b> </i></span></blockquote>
<blockquote class="tr_bq">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Engage existing MATs who have been successful <b>over time</b> and <b>through growth</b> to bring on new MATs through 'MAT Factories" - possibly becoming members of the new MATs that they help to create" </i></span></blockquote>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Whilst the problem statement is quite clear, the mitigation suggestion is a bit off kilter. The difficulty is in the language and more specifically the use of the word 'Factory'. Any genuine educationalist knows that success comes from suiting the learning to the learner rather than a one size fits all approach... So why would an industrialised approach to school and academy groups succeed? The short answer of course is that it won't. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Much better would be to <b>foster success</b>. To identify those sponsor organisations [1] who appear to have succeeded in turnaround and acceleration of improvement in schools in different contexts and inviting them to foster fledgling MATs as they in turn seek to discover the best path for their own children.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">The great advantage of this approach is that it moves aways from the tick box mentality, the seven secrets, or top tips. The egocentric... 'Let me tell you why I am so wonderful and what you need to do to be as wonderful as me.' It shifts the emphasis onto the learner whether they are a child or an academy principal.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Creating a MAT fostering programme would allow successful MATs and Local Authorities to build capacity in the next generation of school-led systems. It would be much more effective and more efficient than the command and control regulation and oversight approach. It would create breathing space for Regional Schools Commissioners to identify the most efficient levers for change and it would distribute risk rather than concentrate it.</span><br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">We are already doing it where we can (and are always happy to support others build enduring model of success) but it would be great if there were a properly funded government programme to support it.</span><br />
<br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">_________________________________________________________________________</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: x-small;">[1] We are delighted that following the white paper the government is in discussion over allowing successful local authorities to set up their own MATs. We have been suggesting this for over two years as the best way to retain expertise in the school system. </span>Hugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-83813803143160274142016-01-27T08:19:00.000-08:002018-05-02T06:06:40.174-07:00Getting Reading Right<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">Getting Reading Right<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b style="mso-bidi-font-weight: normal;">A reading conference at Ramnoth Junior School<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
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<span style="font-size: 11.0pt;">‘I’d like to do some training
and development about how to improve the teaching of reading, real strategies
which will help teachers. Maybe involve other schools and learn from each other'
said Karen Crawley, Executive Principal at Nene and Ramnoth Federation. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">She was talking to Sue
Robinson in November 2015 and it was the beginning of an idea, which culminated
in a successful reading conference on 21<sup>st</sup> January 2016. The
conference attracted 125 visitors from Elliot Foundation schools and from 20
schools from Peterborough and Cambridge.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Patricia Metham opened the
conference with her keynote address. Until 2014 Patricia was Ofsted’s National
Lead for English and Literacy. She engaged the audience with her knowledge and
understanding about how to develop effective reading. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Identification of challenges
and barriers to learning to read well, steps to success, ensuring many ‘real’
reasons and varieties of opportunities to read and planning a reading
curriculum and its assessment were just some areas covered by Patricia in her
highly evaluated session.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Afternoon keynote speaker, Judy
Clark, Primary Literacy Adviser for the National Literacy Trust, mesmerised the
audience with her obvious enthusiasm and passion for books and using quality
texts to motivate and develop life long readers. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Ruth Leask, who is much
valued as a consultant and former primary principal with the Elliot Foundation,
presented a ‘sell out’ workshop on ‘inference versus retrieval’. Hearing
comments such as ‘I’m always inspired by Ruth’ was another indication of the
quality of the provision at this exciting conference<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">The Trust is a collaborative organisation.
It was wonderful to see the high quality input from Hillingdon Primary’s
Sabrina Kelly and Louise Maylor leading another packed workshop on
Phonics.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Highlees/Eyrescroft
Federation is well known for the excellent relationships built with their
parents and the community. It was a delight to have Gemma Brown presenting
strategies used by this successful federation on engaging parents in building a
reading community. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Variety and high quality were
features of the day. Other workshops available included the Hounslow Language
Service, Cambridgeshire Libraries, Norfolk Book Centre and several publishers<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">‘Getting Reading Right’ was
the first conference held at Ramnoth School. It was organised by Karen Crawley,
Becky Reeve and Ruth Leask. As the Development Director I am always impressed
with the sheer hard work, commitment and collaborative spirit of our
outstanding colleagues who organise or help to present for our events or
programmes. They are what make the Elliot Foundation great and their belief
enables our children to achieve<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 11.0pt;">Already looking forward to
our next collaboration!<o:p></o:p></span></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Level 9"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
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<span style="font-size: 11.0pt;"><a href="http://1.bp.blogspot.com/-8LJLrHrjEcg/Vqjtyqrsf_I/AAAAAAAABIE/11veBrS2XSs/s1600/IMG_0428.JPG" imageanchor="1"><img border="0" height="320" src="https://1.bp.blogspot.com/-8LJLrHrjEcg/Vqjtyqrsf_I/AAAAAAAABIE/11veBrS2XSs/s320/IMG_0428.JPG" width="240" /></a>Sue Robinson PhD <o:p></o:p></span></div>
Hugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-44927598715286464092015-07-27T04:40:00.003-07:002015-07-27T05:00:31.854-07:00Using Film as a Centre of a Curriculum Model<span style="font-family: Arial, Helvetica, sans-serif;"><i>In this case study Dr Sue Robinson asks Karen Bastick Styles, Executive Headteacher of Greenside School in London, what led to her innovative approach of adopting film making as the basis of her school’s curriculum and probes more about what the experience will be like for children. It is the first of a two-part study. The second part, at the end of the Autumn Term, will look at some of the impact of the approach and the film work produced by the children.</i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Karen believes that a good learning experience for her primary aged children should teach them to be world ready and test ready. She describes these two areas of learning:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">"We are using two bold phrases. One is ‘world ready’ as when these students grow up we don’t know what the world will be like but we need to prepare them for the world of adulthood. It will have changed and they need to be ready. </span><span style="font-family: Arial, Helvetica, sans-serif;">We also use ‘test ready’. By this we mean testing yourself and overcoming the challenge of getting things wrong and having the resilience to deal with it. Also academic tests because we want them to do well but it shouldn’t be an either/or.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">There has to be a balance. We want them to be world and test ready but we are doing it through the Arts. </span><span style="font-family: Arial, Helvetica, sans-serif;">In the autumn term we are turning the school into a film company. We are calling ourselves, The Greenside Film Factory in tribute to Russian Cinema and Andy Wharhol, which is of course where we are getting our name. Everything we do for the whole week will be without any constraints of lessons and of time. We plan lots of vertical learning and innovative approaches."</span></blockquote>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Before discovering what the learning experience will look like in detail I wondered what led Karen to adopt this approach?</span><br />
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;">The route to innovation</span></h4>
<span style="font-family: Arial, Helvetica, sans-serif;">Although most of Karen’s experience is in secondary education, which included leading two secondary schools, Karen became a primary head when asked by a friend to support her current school that was:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">‘… Struggling a little and likely to go into a category and would I go and just be there to see them through that inspection. I said yes and joined them in September and Ofsted came in October and we got RI. I don’t wear that with a badge of honour! What happens then of course is that Ofsted and HMI say that if there is to be another change then that judgement is difficult to give because of sustainability. </span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">I said I would stay a year and we appointed a Head of School. I then agreed to executive head, 2 days a week for a year to ensure consistency. The Head of School left during the year. We were then left with a school awaiting another inspection and as a positive move and we decided we would use the model of me as Exec Head 3 days a week with my two Deputies leading Greenside on the other days.’ </span></blockquote>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;">How did Karen initiate the changes she wanted to make at Greenside?</span></h4>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">‘On the first day I came it was clear to see that we needed to improve significantly and rapidly. We needed changes to the pedagogy and philosophy of learning and so with a new vision it was easy to do. The first thing we did was to radically change the curriculum and introduce our own Creative Baccalaureate. </span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">The last 2 and half years of concentrating on how students learn have led up to this point. We recently quite literally sat down with a piece of paper and asked ‘What is the point of primary education?’ I don’t believe this country has a clear understanding of what it expects and the purpose of primary education. Sadly in the Secondary the battle for creativity has reduced with each new education reform. Just temporarily, I hope. I think primary education has around 3 years to regain the wonder, fun and creativity and to reclaim what we know is important about learning. This will demand a new emphasis on different skills, knowledge and understanding and a different focus on application.</span></blockquote>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;">Joining the Elliot Foundation</span></h4>
<span style="font-family: Arial, Helvetica, sans-serif;">Greenside converted to become a member of the Elliot Foundation on 1st April 2015 and Karen comments:</span><br />
<br />
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">'To do so has been so positive for us. I say that as somebody who was ‘Ms Anti Academy extraordinaire!’ But working with The Elliot Foundation felt right. Without exception everyone, in terms of a philosophy of education, is coming from the same direction. I wouldn’t have joined Greenside to any other group.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">You do genuinely feel that like - minded people are here working in partnership with you and moving in the same direction. </span><span style="font-family: Arial, Helvetica, sans-serif;">We had a ‘good with outstanding features’ inspection in October 2014 and needed to think about how to move on from that point in our journey. It’s the right time for us to take calculated risks and we want to do something new and different to improve the experience our students have even more. We have both a freedom and partnership being with The Elliot Foundation and we relish this!'</span></blockquote>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;">‘Creating an alternative school’</span></h4>
<span style="font-family: Arial, Helvetica, sans-serif;">Karen has been ‘relentlessly pragmatic’ in her use of resources, planning and ensuring her curriculum will work for children. What will the experience look like? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">‘It really is about pushing educational boundaries. We started with our Hollywood star and placed our students at the centre/ top. We asked what do we know about our students, what’s our cohort? We then looked at what we want them to learn and how, at research findings and our underpinning values and pedagogy. We wanted them World Ready and Test Ready and we want to do this through an Arts based model. In the first term our Art form is film and we are testing ‘the power of film’ in student learning.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">From September we want everyone to work as teams and groups to explore Film and to develop skills through an experiential model of learning. It’s going to be fascinating as to how we are going to capture all of the student experiences, progress and success. The students will have an iPAD each and so will create e-portfolios. </span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">Crucial to the model is genuine independent learning. The outcomes we believe that could come from two days a week with 30 students between 3 and 11 making films together with teachers and other adults is exciting and limitless! We are also commissioning another film to be made by a group of students without any teachers to challenge them beyond limits and see what just what they are capable of achieving. </span></blockquote>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;">What will a week’s experience look like for a student?</span></h4>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">'We will start each Monday with a Board Meeting, which will involve every student exploring ‘big questions’, showing accountability to the Film Company and operating within a real world business model. On Mondays and Tuesdays we are operating an integrated Film Based Programme ‘Students as Researchers’. Writing workshops and STEM Learning will be generated from key film texts, all related to our film texts. On Wednesdays and Thursdays we will work in whole school Film Crews. On Friday mornings we will return to writing for an audience and tell Greenside Film Stories for our e-communication strand. Then we’ll be moving straight into specialisms and all students will choose from a whole range of learning experiences including cooking, carpentry, Guitar, Spanish, Running a house and some wonderful charity projects. Each 6-week programme will ensure students have a balance of theory, practice and take their work in to the community. Then on Friday afternoon the whole school will do Sports/ PE together. </span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">Our week will be punctuated with shared reading, General Knowledge quizzes and SMSC opportunities. We all came into education to change the world… I don’t want this to be a selfish generation and we place so much value at Greenside on altruism and collaboration.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;"></span><span style="font-family: Arial, Helvetica, sans-serif;">Our new model requires a balance of everything; competition and collaboration, individual learning and group tasks quick pressure and working to time alongside real in-depth learning. We have done a lot of work on critical thinking skills. We’ve done it for a couple of years and this, along with student leadership is at the heart of The Film Factory. We are trying to be as responsive and free as we can get, times with students able to sit outside for a whole day making costumes for our films whilst creating stories because in education we are always reluctant to spend any length on time on anything. We give them 10 sequins and worry it takes too much time and wonder why they aren’t any good with fine motor skills. We don’t give enough opportunities for students to ‘get things wrong’ and rectify errors and thus we don’t really build resilience.</span> </blockquote>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">Some days I want our students to explore with time to do so but then on other days we are working to deadlines and they need to understand if they don’t get their completed, legible script to the next person the film doesn’t get made and it lets everybody down. We aim to give students a huge variety and balance of different skills over each term.'</span></blockquote>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span><span style="font-family: Arial, Helvetica, sans-serif;">How will Greenside assess the impact of its changes on children’s learning and progress?</span></h4>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">'We are working on a core assignments model. The reading and writing assessment will be straightforward as we are setting the portfolios up and students will still sit a formal paper each half term. We will be building this into our Film Company appraisal system!</span><span style="font-family: Arial, Helvetica, sans-serif;">Students will learn and practice skills but there will be no decontextualized learning. We need to ensure that the experiences we give students aren’t fragmented ensuring a successful holistic, integrated approach. It will be fascinating to see how we make everything different. We aren’t going to have lessons, end of! Yet we want every student to excel in a number of different ways; to be sparkling students of English & Maths, confidence leaders, to be critical thinkers, to be amazing global citizens with a desire to make the world a better place and to creative, artistic people. The students at Greenside are fantastic and we are very lucky!</span></blockquote>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">When Karen first joined Greenside she was ‘amazed by how many students couldn’t talk confidently to people. They couldn’t identify or articulate the joys of their learning experiences. Karen argues ‘It is this that set me on the path to the Film Factory’.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">How different it is now as students are very keen to describe their exciting learning journey. At the end of the Autumn Term I hope to bring part 2 of this study of Greenside and its principal’s creative and innovative approach to how and what students learn.'</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Dr Sue Robinson 07/15</span>Hugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-65270654875543134882015-06-16T02:06:00.001-07:002015-06-16T02:16:25.107-07:00Five minutes with Crone Caroline<span style="font-family: Arial, Helvetica, sans-serif;"><i>[Last week Caroline was invited to give a five minute presentation at CfBT's Inspiring Leadership Conference <span lang="EN-US" style="text-decoration: none;"><a href="http://twitter.com/inspldrshipconf">@InspLdrshipConf</a> the below is a slightly expanded version of the ideas she explored]</span></i></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-size: 12pt; text-decoration: none;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-size: 12pt; text-decoration: none;">"</span>Thank you
for the opportunity to embrace my inner crone for five minutes. The great thing about being a crone is you
are allowed to be really blunt as long as you do it with a smile.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">So, I have
five minutes in which I'd like to share three ideas:</span></span></div>
<div class="MsoNormal">
</div>
<ol>
<li><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"><span lang="EN-US">Mind
your bloody language</span></span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Let’s
face facts</span></span></li>
<li><span style="text-indent: -18pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Stop wasting our time</span></span></li>
</ol>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">1. Mind your bloody language</span></span></h4>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">The words we
use and accept, often without question, shape all of our realities</span>. <span lang="EN-US" style="mso-ansi-language: EN-US;">Language may seem innocuous but it’s one of the most important things there is. Here are a few examples of our
unquestioning or inadvertent meaning making:</span></span></div>
<div class="MsoNormal">
</div>
<ul>
<li><span style="text-indent: -18pt;"><span style="font-family: Arial, Helvetica, sans-serif;">‘Academy
Chain’ was a word initially adopted by education academics for a piece of
research. It is now used without challenge or thought. In business the word ‘chain’
carries a meaning of top-down, command and control, copy and paste. Is this
what we really mean? Is this the system of academies we want to create?</span></span></li>
</ul>
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: 7pt; text-indent: -18pt;"> </span><span lang="EN-US" style="text-indent: -18pt;">If
we describe ourselves as ‘failing’ or ‘inadequate’ we create a reality and yet
in every inspection – at best a “snapshot” - there will always be some good
areas - in school variation - which are then overshadowed by the blanket
description</span></span></li>
</ul>
<ul>
<li><span style="text-indent: -18pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Nothing
could be less ‘free’ than a ‘free school,’ they cost more than mainsteam
schools and yet they are also academies and subject to the same regulations</span></span></li>
</ul>
<span style="text-indent: -24px;"><span style="font-family: Arial, Helvetica, sans-serif;">The language
of classroom and a school is largely enabling and aspirational. In contrast,
the language of the education system and its regulating bodies is controlling
and negative. This negativity runs through the whole political and managerial
discourse. </span></span><br />
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<span style="text-indent: -24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span style="text-indent: -24px;"><span style="font-family: Arial, Helvetica, sans-serif;">[<a href="http://hughgreenway.blogspot.co.uk/2015/06/can-we-stop-looking-at-bloody-trees.html">This idea has been explored by my friend and colleague Hugh in his blog posts</a>]</span></span><br />
<span style="text-indent: -24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="http://hughgreenway.blogspot.co.uk/2015/05/towards-congruent-education-system.html"><img border="0" height="300" src="http://3.bp.blogspot.com/-UgEuL6jHLU0/VX_nAmpWypI/AAAAAAAAA0E/fOlwEsdQOLA/s400/Slide7.jpg" width="400" /></a></div>
<span style="text-indent: -24px;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<br />
<div style="text-align: center;">
</div>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; text-align: center; text-indent: -24px;">2. Let's face facts</span></h4>
</div>
<div>
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</div>
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">There’s not
enough money in the system to run the system and what there is, is unevenly
distributed. 11 year olds don’t arrive in secondary schools “off plan” they
have been educated in nursery & primary schools. Considerable evidence
shows the benefit to children of better resourcing in the earlier years and yet
the imbalance remains</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">‘Off with
their heads’ is hardly a sustainable approach to school or system improvement
and yet this and the notion of “Super Head” persists. How many Super Heads are there? Do they actually exist when removed from the context of their school? How many of you would want to be called a 'Super Head'?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">There are
no genuine freedoms in the academy movement and academy status by itself does
not confer automatic improvement</span></li>
</ul>
<div>
<span style="font-family: Arial, Helvetica, sans-serif;">Change of status and change of leadership do not in themselves generate improvement. They are about as effective as changing the name of the school or changing the uniform. The original strategic intention behind the academy programme, that to enable schools to thrive you have to 'free' them from stifling and ineffective bureaucracy is a good one. But it has to be delivered otherwise we are simply putting lipstick on a pig.</span></div>
<br />
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">3. Stop wasting our time</span></span></h4>
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<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Reporting
in general is driven by defensive paranoia rather than an aspiration for our
children</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Regulators overlap significantly and there are inconsistencies across their
teams</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">There is a
massive superfluous reporting requirement made on schools and much worse a noticeable
absence of common data sets and therefore data sharing across agencies. </span>D<span lang="EN-US">ata collection from the same or
similar education agencies required in different formats is an absurd state of
affairs.</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Time-consuming
pupil transition reports from primary schools are often ignored by secondary
schools, which cannot create time to read the information they contain.
Secondary schools who require different information for their purposes should
be honest and work with their partner primary schools to streamline systems
that are not so onerous and more importantly help children to transition. </span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">In
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<li><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">If not you,
who then will make a stand on behalf of our children?</span> </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">If not now,
when?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">We should stop
accepting a deficit model immediately</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">If we are
‘waging war on mediocrity’ then we should look for it everywhere</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">If life
throws you lemons… reach for the gin</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">In other
words, its our system</span> </span></li>
<li><span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Get on with it!</span></span></li>
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Hugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-89453643100719265872015-06-02T08:02:00.003-07:002015-06-02T08:04:50.397-07:00The gap between thinking and doing<h3>
<span style="font-family: Arial, Helvetica, sans-serif;">Interview with Professor Caroline Whalley CBE</span><b><o:p><span style="font-family: Arial, Helvetica, sans-serif;"> </span></o:p></b></h3>
<div>
<b><o:p><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></o:p></b></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE</b>: What are you
working on now?<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE</b>: I’m thinking
about our national education system. I am concerned that there is a significant gap between
those who decide how our education system should be and those whose job it is
to implement their plans. I suppose I’m worrying about how ideas become
reality.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">We really need a systemic approach at cross-party, policy level.
We need to create phased plans that are not interrupted by changes in
government. Start from the point of whole system improvement, and the question
becomes,<span style="mso-spacerun: yes;"> </span>“What are we collectively
trying to achieve?” And if you are going to create “this”, then what do we need
to know or do first. Also, we need to think more about risks and how they can
be mitigated before we take action; rather than always reacting to risk after
the event.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">Hypothesising</b> is one
way to do this. <span style="mso-spacerun: yes;"> </span>You can create thought experiments
and start to explore any unintended consequences right at the beginning of
policy work; before the implementation has begun.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">Take teaching school alliances as an example… It is quite
easy to hypothesise issues that were not necessarily considered before the policy was
rolled out:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Geographical challenges e.g. postcode lottery
and outlying areas such as Cornwall or Norfolk where excellent schools are
often many miles apart</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Quality control - what happens if you train in
a ‘good’ school that subsequently fails or a teaching school that subsequently
gets its status removed? Where is the individual teacher regarding their training reputation?</span></li>
</ul>
</div>
<div class="MsoNormal" style="margin-left: 36.0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial, Helvetica, sans-serif;">Using different perspectives
and points of view. <o:p></o:p></span></b></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></b></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">Stepping into the perspective of different individuals and
groups can also help. Combining this with hypothesis gives further insight.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">Free School Policy can look very different depending on your
perspective. From the point of view of a local authority it has created a
fragmented system. At the same time parents may consider it a freedom but worry
about standards. Questions imagined on behalf of children as users could
include, “Does the curriculum flow and can I opt from a free school to a state
school?”<span style="mso-spacerun: yes;"> </span>Taken together these create a
complex layering that should be considered before you start work on implementation.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE: </b>That sounds
complicated. <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE: </b>Well<b style="mso-bidi-font-weight: normal;">, </b>any change to a large system invariably
is.<span style="mso-spacerun: yes;"> </span>Just look at the NHS… And that’s
before we add the problems of language itself.<b style="mso-bidi-font-weight: normal;"><span style="mso-spacerun: yes;"> </span><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">I’m convinced more than ever that you have to constantly
watch the language you are using because language creates reality. If you take
a phrase like, “The trouble with failing schools…,” which is quite common in
the system today.<span style="mso-spacerun: yes;"> </span>These five words
create their own realities and complexities:<o:p></o:p></span></div>
<ul>
<li style="text-indent: 0px;"><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Can good teachers or good students exist in
failing schools?</span></li>
<li><span style="mso-list: Ignore;"><span style="font-size: 7pt;"> </span></span><span style="font-family: Arial, Helvetica, sans-serif;">How long will they continue to be good if their
schools are labelled as failing?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Is it the school’s fault or the system’s fault
that it has ‘failed’?</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">If you hold onto a deficit model where does your
aspiration come from?</span></li>
</ul>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">And at the risk of making this even more complicated that’s
before we think about the importance of what is not said…<o:p></o:p></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE</b>: And people’s
understanding of what a word or phrase means isn’t always the same<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE</b>: Exactly.
For example, Hargreaves is cited as the ‘father of the school-led system’. But Hargreaves
didn’t create the system. He merely described a system, a possible future. An
exploration of that possible future; what a successful education system might act
and be like, should then have followed. Unfortunately policy-makers do not
worry about implementation in their silos. <span style="mso-spacerun: yes;"> </span>A policy dream is their end point.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE</b>: That comes
back to a really important point about language. ‘Assessment without levels’ is
case in point. Many Headteachers believe that it’s silly to assume there will
be nothing like levels in future. There will always be ‘levels’; they will just
be called something different. However, what does a parent understand about
‘assessment without levels’? They might have a completely different idea of how
their children’s attainment and progress is to be measured. So rather than
assume understanding, we should explain and ensure that the language used is
understood by its audience. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE</b>: Therefore
we need to consider ‘<b style="mso-bidi-font-weight: normal;">complex equivalence’
</b>which is a term used to describe the meaning words hold for individuals. For
any word there may be a difference in what one person sees as meaning and what
another sees as meaning, recognising this difference is finding that
equivalence. What does a “successful teacher” mean? It’s one thing in one
school and might be something different in another. All parties, researchers,
policy-makers and implementers need to reach across knowledge bases towards a
common understanding when using<span style="mso-spacerun: yes;"> </span>words
and knowledge from a different discipline. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE</b>: Are there
any examples you can suggest to illustrate your point?<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE</b>: Using
language such as Academy ‘chain’ is to liken schools to retail chains like
Carphone Warehouse or Asda. We use that language unthinkingly.<span style="mso-spacerun: yes;"> </span>No-one stops to ask what is meant by using
the word ‘chain’ instead of a more pertinent word? This is a language issue that
generates a reality. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">I worry that the education profession kow-tows before
business.<span style="mso-spacerun: yes;"> </span>That is not to say that
education cannot learn anything from successful businesses, clearly it can.<span style="mso-spacerun: yes;"> </span>But education professionals aren’t business
professionals and they don’t always challenge terms they don’t understand.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">By accepting the term ‘academy chains’ we have tacitly
accepted that a top-down, centralised, follow-the-script model is the way to go.<span style="mso-spacerun: yes;"> </span>All of this is implicit for business people
in the use of the word, ‘chain’.<span style="mso-spacerun: yes;"> </span>But the
vast majority of education professionals will tell you that this is absurd.
Education is incredibly context sensitive.<span style="mso-spacerun: yes;">
</span>There is no single solution to all problems. Anyone who tells you there
is is probably selling you something.<span style="mso-spacerun: yes;">
</span>But, as a profession, we didn’t realise that we were accepting all this baggage when we
started using the word ‘chain’.<o:p></o:p></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">As a profession we should say louder and stronger “this is
not the correct term.” “ This damages rather than builds on our work.” <span style="mso-spacerun: yes;"> A</span>s a profession, we don’t tend to question but
repeat and use the same language.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE</b> I think that’s
partly due to a lack of time to reflect and a lack of time to question. I
wonder if there is a generation of leaders that haven’t been encouraged to
reflect and lead change but to respond to the needs of system accountability and are
afraid to experiment? So language is not discussed. I also think it’s about
taking the safe route when choosing language such as the use of ‘Ofstedese’ for
example so that documentation is aligned with what we think will be wanted. In
other words it becomes the only discourse.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE</b> I don’t
think it’s a lost generation in that way I think it is a method of learning
that we don’t get exposed to. Questioning meaning, tutors and teachers being as
much a part of the system and learning as the pupils. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Take<b style="mso-bidi-font-weight: normal;"> ‘context’ </b>which
I talked about earlier. Every time a head changes and/or a member of staff
changes, then the context of that school changes. What could have been a
positive or negative environment may change – it is not the same school,
therefore not the same system. <span style="mso-spacerun: yes;"> </span>It makes
no sense that one of the single most used strategies for improving a school is
changing the head. A head could have been successful in a previous school but they
aren’t necessarily going to be so in their next one. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE:</b> And that of
course is why so many system leadership experiments fail because someone who is
successful as leader of a single school or in a particular context isn’t necessarily
able to transfer that to leading as an executive head in another context. A
head who thrives for example in a special measures school doesn’t necessarily
want to be in a school which someone else has made outstanding or can adapt to
the different leadership requirements. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE</b>: I think
the single most important thing heads need to know is that if a strategy
works in one place it doesn’t necessarily work in another, because of the change
in context, language use and meaning. Any system using language cannot presume
stability.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;">A head of a teaching school who is promoted leaves behind a
different school. As it is no longer the same school, the relationships are no
longer the same relationships, the future interactions and priorities will be
different.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">I think we need to have a way of regularly punctuating our
leadership - a stop and think - so that we look at our schools and our practice
with refreshed eyes, from a different point of view.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE</b>: In doing so we
can consider language and its impact on understanding. Perhaps we should
consider how we engage non-educational professionals in our communication?<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE: </b>We’ve
heard again and again ‘Oh we’ve tried to engage parents/governors and that
won’t work but actually the easiest thing would be to go to those individuals
and ask what would work? <b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">One of the most salutary things I learnt along the way was a
young man who said, </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<br />
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;">‘I’m not hard to reach. Where did this hard to reach thing
come from? I’m not hard to reach, just nobody tries to reach me.’ </span></blockquote>
</div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">I think the politicians and mandarins who should be our
national thinkers and thought leaders holding in their heart the best interests
of the system and our futures, are too often driven by individual interests and
career paths, coupled with electioneering and short termism. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">There is a lack of humility, not recognising that “not
knowing” is a strength. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;"><br /></b></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE</b>: <span style="mso-spacerun: yes;"> </span>It’s just not in the interests of politicians
to tell the whole truth because retaining the status quo or unpopular change
doesn’t get votes<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Do people question enough?<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">CAROLINE</b>: Possibly,
twitter and Facebook brings inquisition to the foreground but it’s largely
superficial. There is now an inherent need to spend time knowing more about an
individual’s day-to-day life than there is to enter debates that are about
direction and control of policy<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">So where I’m coming from now is that it’s important to me to
use a mirror to shine straight back into eyes and to really startle. I haven’t
yet decided the best way of doing that and I have to be quite focussed because
over the last 2-3 years of setting up The Elliot </span><span style="font-family: Arial, Helvetica, sans-serif;">Foundation it’s been very
hard. If I’d known how difficult it was going to be with the politicians and
officials I may well have not started the journey.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b style="mso-bidi-font-weight: normal;">SUE</b>: I think
there are a lot of children and their parents who are glad that you did start
the journey and how the Elliot Foundation has created a safe place for children
to learn and to thrive<o:p></o:p></span></div>
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Hugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.com0tag:blogger.com,1999:blog-7614401884484274391.post-31781787723373893532015-06-01T03:02:00.000-07:002015-06-02T07:54:45.650-07:00The importance of being a reflective leader<div class="MsoNormal" style="text-align: left;">
<i><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Johanne Clifton Principal of Billesley Primary
School, Birmingham in conversation with Dr Sue Robinson</span></i></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">With her
team Johanne Clifton has successfully worked to ensure not only that Billesley School
was removed from Special Measures but also in its latest inspection was judged
to have outstanding leadership. <o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Calibri; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">‘</span><span lang="EN-US" style="color: #262626; font-family: Calibri; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-bidi-font-family: "Comic Sans MS"; mso-hansi-theme-font: major-latin;">The principal,
vice-principal and assistant principal provide outstanding leadership’ (Ofsted
June, 2014)</span></span></blockquote>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Following
her success Johanne has worked as a system leader within the Elliot Foundation
supporting a vulnerable school. She believes it has helped her own school and
its development as much as she and her leadership team have helped the school they
support.<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">I asked Johanne
to what she attributes her success and she began by talking about the
importance of being a reflective leader and engaging in reflection as a
‘process of critical learning.’ <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Initially,
when Johanne and Karl, Vice Principal were first working to support another
school, she felt she was ‘always just doing’:<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">“You try not to be just doing and to step
back and have time to think but it’s difficult in the daily life of a school
because you get pulled back all the time with different priorities and everyone
else’s priority is more important than yours! It’s easy to lose sight of what
we are trying to achieve… Karl and I were just into the doing process but we
realized, quickly, that it wasn’t enough.”</span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">This realization
caused Jo and Karl to reflect on how they could work more strategically and use
their staff as system leaders starting with their Maths, English and Early
Years Leaders. While these specialists knew what to do, just having a plan
wasn’t enough: <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">“They had a plan, which they wrote and
included observing teaching and identifying any problems and reporting back. I
think that’s okay in itself but you can’t just leave someone to do it; <span style="mso-spacerun: yes;"> </span>you need to go back with them and explore which
bits are important and which need more thinking about.”</span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Sometimes when
supporting a leader to help improve a teacher’s practice:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">“…it was quite formal and Karl would work
through next steps and do some coaching and ask them questions to take them to
the next level. Sometimes it was just informal and about the day and share<span style="mso-spacerun: yes;"> </span>- what are we doing here and trying to
achieve and that’s really important to reflect on.”</span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">School
leaders need to consider both the strengths of their staff in terms of their
pedagogy and their leadership experience.<span style="mso-spacerun: yes;">
</span>Having the opportunity for staff supporting others to be able to talk
over their concerns, queries and practice helps to develop leadership. Johanne
recognised this and regularly discussed with her staff how their work in other
schools progressed as they had a varied skill set and level of experience
ranging from an Advanced Skills Teacher to two colleagues who “had never done
anything like that before, so it was new to them.”<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="mso-spacerun: yes;"> </span>‘They
needed the time to sit with us and say ‘this is what I’ve seen and am I wrong
in what I’m expecting from these teachers?’…. So it helped to sit together and
reflect on how they were working. If we hadn’t they would have just
concentrated on ‘doing’ and not the impact of it or the support.”</span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Johanne is
aware that leadership style can change according to context. She acknowledges
that her style has changed from when she was first working at Billesley and how
she leads now. Sometimes a more direct approach is needed if a school is in
special measures. The ‘hands on’ approach of the headteacher is more necessary
to ‘build confidence and security’ as ‘everything has gone’ in terms of systems
and structures.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">‘The children need you and staff. The front
desk needs you for quick answers about ‘shall we send a letter about
something?’<span style="mso-spacerun: yes;"> </span>What shall we do about
morning routines because there aren’t any?...The parents and children need to
know you are about and what the boundaries are.”</span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Nevertheless
Johanne is quick to say that even when ‘fire–fighting’ leaders should still
find time to reflect and that staff should be developed with respect and time
given to their needs:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Calibri; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">‘Looking back at Billesley I think the bit
which carried it through was getting people on board because they wanted to do
it and not bullying them into it.<span style="mso-spacerun: yes;"> </span>I
think there are two sides to that sort of leadership. Yes, you’ve got to have
structures and systems and if you didn’t have them then you’d fail but equally
people need to have reasons why and to have a voice.<span style="mso-spacerun: yes;"> </span>I think this has meant that people at
Billesley feel valued and they say they feel valued. It’s down to quite small
details about listening to people and letting people have their say.<br /> </span><span lang="EN-US" style="font-family: Calibri; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">As the HMI took us out of special measures
she said ‘You are going to be successful because you’ve done the right things
and brought people with you.’</span></span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Moving from
Special Measures and on to being recognised for outstanding leadership has led
to system leadership. Johanne acknowledges that her work in another school has
contributed to a more mature system at Billesley:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="font-family: Calibri; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">‘We wouldn’t have learnt some of the ways we
work now if we hadn’t worked at another school’</span><span lang="EN-US" style="font-family: Calibri; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Johanne and
her team, particularly Karl, Vice Principal and Liz, Assistant Principal have
discussed how they are now using lessons learned from system leadership to move
to a more distributed approach to developing the leadership in others in the
school and with it, accountability. She still ensures a degree of reflection is
built into her practice:</span><span lang="EN-US" style="font-family: Calibri; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p> </o:p></span><span lang="EN-US" style="font-family: Calibri; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">“Now we have a core system which is still
evolving, and we can leave some practice to the lead practitioners, although
they still need that time to come back and reflect with us… “</span></span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="mso-spacerun: yes;"> </span>Working as system leaders in other schools
especially when the supporting school has been vulnerable and the staff are
used to a ‘hands on’ presence means that a “lot of trust” has to be part of the
relationship and contract between the leadership team and other staff: <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">‘You have to be aware as a head that your own
staff may struggle a little because they are busy elsewhere (having been in
Special Measures they still need that reassurance and security from having you
available in the building.<span style="mso-spacerun: yes;"> </span>It takes time
to heal and re-build confidence following those experiences). If you are taking
on executive headship you have to have strong systems but it’s not just the
systems, it’s the trust of the staff in the other people who aren’t you.’</span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Johanne
believes that even with trust in the people left to step up to leadership, she
still needed to retain “that personal contact.”<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">‘I think there are a lot of schools starting
to learn that from experience. You need people to come with you as well as
structures in place. It’s not enough to just pop in and out.’</span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Reflective
leadership and striving to be a learning and intuitive organization leads to a
more sustainable form of leadership. Johanne was an outstanding leader when she
worked with her team to take her school out of Special Measures. Now she has
been recognised by Ofsted as an outstanding leader but that doesn’t mean she is
complacent. Johanne’s final comments to me were that she wants to ensure she
can find build a sustainable model building in research and reflection:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<blockquote class="tr_bq">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">“I think we are going to have to work hard on
our monitoring and evaluation calendar and maybe make time if only once per
term for more reflection and research. I think it’s important because I read
about areas in research and sometimes I think – oh it’s just about how to do
something and then read a sentence about why, and it’s like a light-bulb
moment.”</span></blockquote>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; font-size: 9.5pt; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;">Johanne is a
leader who enables her staff through her reflective leadership practice to have
lots of ‘light - bulb moments’.<o:p></o:p></span></div>
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Hugh Greenwayhttp://www.blogger.com/profile/08313004913482408177noreply@blogger.com0