Shannen Doherty, a pivotal voice in outstanding education today, joins the leadership team from St. George's Primary School, known for their transformative curriculum. They discuss their exemplary behavior management systems and the collaborative development of a behavior policy that emphasizes positive reinforcement. The team shares insights into their ambitious curriculum and how they tailor it to meet student needs. They also reflect on creating an impressive early years foundation and the importance of inclusivity in educational materials. An engaging conversation for educators at all levels!
The school's behavior management system fosters student ownership and expectations through collaborative development with staff, students, and parents.
An ambitious curriculum, reflective of student demographics, emphasizes continuous skill development and fosters a strong community involvement in the educational process.
Deep dives
Exemplary Behavior Management Systems
The behavior management systems implemented at the school are centered around consistency and stakeholder involvement. A key element is the collaborative development of the Behavior Policy, which includes input from staff, students, and parents, fostering a sense of ownership. The school has established clear and straightforward rules crafted with student input, creating a structured environment where children know what is expected of them. This approach is further reinforced by linking behavior expectations with the school's values, thereby promoting a respectful and supportive community among staff and students.
Ambitious and Inclusive Curriculum
The curriculum is described as ambitious, aiming to ensure that every subject is valued and taught weekly, allowing for continuous skill development. Core phrases like 'Flourish and Succeed' encapsulate the school’s vision, which was co-created with input from various stakeholders, ensuring transparency and collective buy-in. Subject leaders receive dedicated time to deepen their expertise and support fellow teachers through quality staff meetings that encourage collaboration and innovation. Additionally, the curriculum reflects the demographics of the student body, aiming to make learning relevant and engaging for every child, including diverse voices and experiences.
Continuous Assessment and Improvement Practices
The school employs a systematic approach to assess students' understanding throughout the learning process, utilizing tools like low-stakes quizzes and ongoing discussions about misconceptions. Teachers are dedicated to not only checking for comprehension but also ensuring that what children learn is retained in their long-term memory. The initial assessment establishes a baseline of knowledge, which culminates in an end-of-unit evaluation, allowing for measurable progress tracking. This iterative reflection and refinement process ensures that the curriculum evolves to meet the changing needs of students effectively.
Strong Community and Parental Involvement
A prevalent theme within the school is the strong sense of community fostered among students, staff, and parents, which is crucial for a supportive learning environment. The school encourages parental involvement through workshops that equip parents to assist with their children's education at home, enhancing the partnership between school and families. This community-centric approach extends to the use of parents' diverse skills and talents to enrich the curriculum further. Overall, this collaboration among all parties emphasizes a shared commitment to student success and creates a nurturing environment for children's growth.
Episode 127: This week on Thinking Deeply about Primary Education, I'm joined by Shannen Doherty and the leadership team of St. George's Primary School in an attempt to demystify what "Outstanding" looks like in 2023 for primary schools. Using their recent Ofsted report as a stimulus, we explore...
1. "Behaviour is exemplary"...how would you describe the systems you’ve put in place to make this possible?
2. In the report, your curriculum is described as "ambitious". What do you think makes your curriculum ambitious?
3. How do you find time to give subject leaders release time every week?
4. The report also says that you give "careful thought about what pupils need to know". How did you go about this process and how long did it take you because I know it was a journey rather than something that happened overnight.
5. Your pupils enjoy "an impressive start" - what is your EYFS sequence like and what would you say characterises the experience of these pupils?
6. You "systematically check what pupils know and understand". What does this look like in the classroom?
7. In your opinion, what makes your school outstanding?
Whether you're new to the profession or an experienced senior leader, you won't want to miss this one.
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