Education

Educating for the future with Montessori

By Louise Livingston Children are often asked what they want to be when they grow up. From farmers to flight attendants, astronauts to doctors, the answers are always a mix of familiar careers. But astonishingly, over two thirds of children joining primary school this September will end up in jobs that don’t yet exist. Think back thirty years - there were no social media managers or Bitcoin traders!

Today’s workplace is rapidly changing. As Richard Riley, former Secretary of Education, said:

‘We are currently preparing students for jobs that don’t yet exist, using technologies that haven’t been invented to solve problems we don’t even know are problems yet.’

It’s a challenge and mainstream education will be required to adjust. Is an education system that focuses mainly on teaching children academic subjects outdated? Focusing on tests and exam results will not deliver for a future which will need creative, flexible problem-solvers who can collaborate.

The visionary educational pioneer, Maria Montessori, recognised this when she wrote,

‘Education must no longer be mostly imparting knowledge but must take a new path, seeking the release of human potentialities.’

In Montessori education, children are guided by a teacher trained in child observation and development. Classrooms provide open-ended, handson activities where children choose tasks appropriate to their stage of development.

With activities so targeted to each child’s individual needs and interests, children are engaged and motivated to concentrate, persevere and develop self-discipline. In addition, the activities are designed to encourage children to

VOCABULARY FLASH CARDS 11+ VERBAL REASONING VOCABULARY FLASH CARDS Expand your child’s antonym and synonym knowledge and achieve a higher 11+ score A comprehensive vocabulary resource with child-friendly definitions and a list of synonyms www.vocabularyflashcards.co.uk

think flexibly and come up with creative solutions. In the early years, this may simply be how to unbuckle their shoes or share a snack. Later, it may be an exploration of the Jurassic period or a novel approach to solving quadratic equations.

Mixed-age classes with children aged up to three years apart is another key feature of Montessori education. Younger children learn from older role models and older children benefit from the experience too. In this mini community, children share resources, put things away ready for someone else after they have used them and help each other. This fosters social collaboration and builds emotional intelligence.

Age is just a number

In a Montessori environment, children with a three-year age span work alongside each other, choosing and taking part in activities as and when they are developmentally ready. This is in sharp contrast to mainstream approaches which typically require children to learn the same things at the same time, in the same year group.

Developmentally, there can be a marked difference in the abilities of the youngest and oldest children in a standard classroom and how readily they can pass set milestones and tests.

With Montessori, children develop capacities at their own pace, building on a firm foundation of what they can already do.

Mistakes are viewed positively as an opportunity to find a different way of doing something, whereas sometimes mainstream approaches can make children feel that ‘getting it right’ is all that matters. When mistakes are valued as part of the learning process, a child’s confidence grows, they are able to try new things and contribute their ideas, exemplifying the fact that everyone has a unique perspective to offer.

Louise Livingston has over thirty years’ experience in education and a background in educational neuroscience. She is Head of Training at the Maria Montessori Institute (www. mariamontessori.org), which offers Montessori teacher training, online short courses and the Maria Montessori School for ages 2 to 12 in London.

Open Days: Nov/Dec 2022

Leighton Park School, Shinfield Road, Reading, RG2 7ED

0118 987 9609 I www.leightonpark.com Thursday 10th November, 8:30am – 3:30pm: Taster day for current year 8 children Friday 11th November, 9:00am Tuesday 15th November, 8:30am–3:30pm: Taster day for current year 6 children

Queen Anne’s School, Henley Road, Caversham, Reading, RG4 6DX

0118 918 7300 I www.qas.org.uk Saturday 5th – Sunday 6th November: Boarding taster weekend Tuesday 8th November: Taster day for current year 11 children Friday 11th November Thursday 24th November: Taster day for current year 6 children

St Joseph’s College, Upper Redlands Road, Reading, RG1 5JT

0118 966 1000 I www.sjcr.org.uk Tuesday 1st November, 9:30am–11:15am: Pre-reception – Year 6

STATE SCHOOLS

Crazies Hill Primary School, Crazies Hill, Reading, RG10 8LY

0118 940 2612 I www.crazieshill.co.uk Thursday 3rd November, 9:30-10:15am

Kidmore End Primary School, Chalkhouse Green Road, Reading, RG4 9AU

0118 357 3149 I www.kidmore-end.co.uk Friday 4th November 2022, 9:30am Thursday 10th November 2022, 9:30am Tuesday 15th November 2022, 1:30pm Wednesday 23rd November 2022, 1:30pm Thursday 1st December 2022, 9:30am

Meet the Head: Padworth College

Padworth College is a small sixth form international boarding college for students aged 14 to 19 years, set within a picturesque 12-acre campus in Padworth, West Berkshire. This issue we caught up with its new Principal, Mr Crispin Dawson, to find out more about the college and his own experiences.

Meet the Head

Special feature

You have recently joined Padworth College; where have you worked previously, and what attracted you to the college?

I was previously the Deputy Head at Cheltenham College in Gloucestershire and then went to Oman to set up Cheltenham’s first overseas school, which was an amazing experience, but I was keen to return to the UK.

Padworth was attractive, because it is a small school with a very strong community, and I have always enjoyed working in schools where there is a sense that the staff and pupils are in the journey together and we all want the same thing – namely the students to thrive in their time with us and beyond.

Can you tell us a little of the history of Padworth College?

I have done my research!

Padworth College was established in 1963 by an Oxford university professor, Peter Fison, who aimed to bring international style tutorial teaching methods to schoollevel education. Originally a sixth form boarding house school for girls, Padworth was highly unusual, with no uniform, but afternoon tea and formal dinners being very much part of the school day!

Padworth College welcomed boys for the first time in 2005 and has remained coeducational since.

In what ways is Padworth College different from other schools?

The size of the school is the obvious thing. We have space for around 120 students, and that means the class sizes are small and the teachers know the students really well and can ensure each individual is catered for in that class.

There is a relaxed atmosphere, whereby teachers are called by their first names and we have a uniform code, not a strict uniform.

We have a number of international students in our boarding houses, and in that regard we are an excellent preparation for university and beyond, where the world our young people will go into will very much be an international world.

Padworth College has a wonderful mixture of students from all over the world. How do you ensure all students are integrated and feel at home?

in regular contact, and if they have any questions we are only too happy to jump on a Zoom call and chat things through.

When the students arrive, we have 4 days of induction, as we realise how important that is. Team-building activities take place alongside the chance to just sit down and chat and get to know each well.

We have loads of theme days where the students can explain a little bit about the country they come from and what is important to them. This opens minds and helps all the students accept one another. This is often accompanied by the whole community eating food from that country.

Ultimately all of that can never replace the importance of having friendly and supportive staff who will go out of their way to ensure all our students feel comfortable.

Have you had a particularly funny moment during your teaching career that you would like to share?

There were certainly some eye-opening moments in Oman; for example we had to shut the school at lunchtime because a Prince would be arriving that afternoon and so all the roads around had to be shut for him to drive past. We were given two hours’ notice and the Internet didn’t work. That was crazy.

The funniest times are when the students make innocent mistakes – I did enjoy reading in a student essay that the universe had been created by the “Big Band”. Imagine that!!

If you had a time machine, when would you choose to visit?

My wife is a history teacher, so whatever I say there will be a reason I should have chosen another era, but if pushed I would want to visit the early Greeks. I would love to hear Socrates, Plato and Aristotle, as their views are so important as the basis of the culture we live in today.

What would you like to achieve over the next couple of years and beyond?

I want to ensure more people know about Padworth, what we can offer and how we can help students thrive. Then it is about making sure that we do the basics really well - i.e., ensuring that each individual at Padworth (staff and students) has the opportunity to thrive.

Equally important is having some fun along the way, and hopefully to get my 5k run time down to what it was a few years ago!!

To find out more about Padworth College, visit www.padworth.com

Choosing the right primary school

By Gabrielle Nash

If your child turns four this academic year, they’ll be starting Reception next September and now’s the time to make their primary school application. Exciting times!

Your child’s primary school and its community becomes a large part of your family’s life, so feeling happy about the choice is very important. Depending on where you live you might have just one, two or maybe three schools to apply to. Or there may be numerous schools if you live in a city. So how do you go about knowing which will be a good fit for you and your child?

The catchment area

School catchment area is a key admission criterion for schools. This is generally based on the furthest distance that a pupil was admitted to the school the previous year but boundaries can be extended or shrink, according to the variables of each intake year. For example, one year there may be a larger cohort of siblings or looked-after children taking priority or it may be a year with a high birth rate, so the map alone does not guarantee your top choice.

You can check each school’s catchment area through your local authority to establish whether you’re likely to fall within it. Think carefully before aiming for a school for which you’re not in the catchment area. You don’t want to waste one of your choices.

Consider your working week. If you’re commuting to work, how will you do that after school drop-off? Is there a train or bus nearby or space to park your car?

A good fit

Every school is organised and managed differently, so you’ll need to do some research to see what each school offers and what matters most to you. When you’re shortlisting schools, it’s important to visit to get a feel for each one. Go armed with lists of questions and an open mind.

Each school will have its own personality but so does your child. Are they loud or reserved? Smaller schools with just one-form entry might suit a quieter child. If your child has any special educational needs, you’ll want to know the school caters well for them.

Extras

What wrap-around care does the school offer? If it doesn’t suit your needs, are there sufficient alternative options? Find out which secondary schools pupils go on to and see how that impacts on your thought process. For example, if a high proportion of the pupils go to the best local secondary school, then that’s a plus.

Top tips

Ofsted inspectors give ratings in their report: outstanding, good, requires improvement or inadequate. The Ofsted report also gives feedback on how different groups of children fare and the school’s strengths and weaknesses. While an Ofsted report is important, do not base your decision solely upon it. Reach out to school parents on social media to get a range of opinions. See how they align with yours. Go through the application procedure on your local authority’s website so you’re fully aware of the process. Faith schools are an attractive option in many areas but it’s likely you’ll need to complete an additional form outlining your

family’s religious practices.

When you are allocated your child’s school place in the spring, you can consider appealing the decision if you’re unhappy with the outcome. There are no guarantees the position will change though. If you have a summer-born child, you may be able to defer their school start. You’ll need to approach your local authority.

Top resources

Find and compare schools in England at www.gov.uk/schoolperformance-tables

Get to grips with your child’s move into full-time education, with the Good Schools Guide (www.goodschoolsguide.co.uk) and The School Run (www.theschoolrun.com)

Understand the school’s catchment area with the interactive tool at The School Guide (www.schoolguide.co.uk)

If you’re a parent of a child with additional needs, seek further specialist advice at My Family Needs (www.myfamilyneeds. co.uk)

Reach out to other parents for parent-focussed tips on how to choose a school. Local Facebook groups are useful but so are resources that host forums where you can contact other parents eg www.mumsnet.com and www.netmums.com

Reasons to teach black British history in schools

By Ilhan Rayen Awed

Black British history is British history. Not only is this phrase true but it is necessary to acknowledge.

The teaching of black British history in schools is imperative. It is important for every student to understand and acknowledge the contributions that Black Britons have made to this country.

During Black History Month in October, a few black Britons are generally spotlighted during school lessons. But it’s by embedding black British history throughout the curriculum, in all key stages and throughout the year, that it will be possible to

deliver a more accurate view of British history in general.

There are many reasons why the teaching of black British history is crucial. The focus of schools first and foremost should be their students. The integration of black British history into the curriculum will give all students a sense of identity and representation.

Learning about important figures like John Blanke, Mary Prince and Olive Morris gives children the opportunity to find a way in to history by getting to know real people. What follows is greater engagement and interest from those children in topics that previously they may not have felt were relevant to them.

Furthermore, teaching black British history helps alleviate any inequality within the curriculum. By not teaching children about the contributions made by black Britons to British society, it’s as if they are deemed to be unimportant and trivial. So teaching black British history is inclusive and helps children feel seen, heard, understood and represented.

The benefits of teaching students about black British history are plentiful, not least helping to prevent racism and ignorance from a young age. Educating students on both black British history and the black British lived experience also helps dispel any stereotypes, preconceived notions and bias that children may have towards black Britons. It also allows for students that are not of Afro-Caribbean descent to understand, empathise and engage with different cultures, ethnicities and backgrounds.

Teaching black British history allows children to understand our collective British history better.

Outside the classroom

The importance of teaching black British history should extend outside the classroom too. Although diversifying the school environment is key, as educators, parents or carers, it’s helpful to learn about black British history in our everyday lives.

One of the best ways to do this through reading. Reading provides many benefits for children and young people as it allows them to foster imagination whilst also improving their focus and concentration. Reading books with black protagonists or that are written by black authors also provides students with a sense of identity and representation.

A great resource that can be used to teach black British history is the Black Curriculum’s new book series which includes: Migration: Journeys through Black British History, Places: Important Sites in Black British History and Legacies: Black British Pioneers. Each book features the stories of the people, places and journeys that have shaped Britain. These books are both educational and engaging with bold illustrations and activities and are perfect for readers to continue their learning outside the classroom. Ilhan Rayen Awed is from The Black Curriculum (www. theblackcurriculum.com), a social enterprise founded in 2019 to address the lack of black British history in the British curriculum. It delivers arts focused black history programmes for children ages 8 to 16 which aim to give them a sense of identity, provides teacher training and encourages young people to mobilise and facilitate social change.

Anti-Bullying Week 2022

Anti-Bullying Week takes place from 14 to 18 November.

The week will kick off with Odd Socks Day on Monday 14 November, during which adults and children wear odd socks to celebrate what makes us all unique.

The theme of ‘Reach Out’ is about empowering children to do something positive to counter the harm and hurt that bullying causes.

Whether it’s in school, at home, in the community or online, let’s reach out and offer support to each other. Reach out to someone you trust if you need to talk. Reach out to someone you think is being bullied. Reach out and consider a new approach.

The Anti-Bullying alliance website has a free parent pack offering advice and tools to support families.

To get involved, visit www.anti-bullyingalliance.org.uk

Resolving playground conflict

By Zuzu Jordan Playground conflicts can shape a child’s experience at school. When we show children how to manage them, they are learning vital life lessons about getting on with other people.

Conflict vs bullying

Conflicts in the playground can flare up and be forgotten from one day to the next.

As parents, we can’t swoop in and save our children from uncomfortable or even painful situations while they are at school. However, we can equip them with their own skills to use when teachers are not immediately available to intervene. Using well-chosen words can change the course of a conflict and help equip children to deal with future ones.

Of course, it’s important to understand where conflict ends and bullying begins: bullying involves a repeated, intentional act to hurt someone; it can take many forms. All schools must have an anti-bullying policy should bullying occur.

Take action

When conflict occurs, explain to your child that ‘hotting up’ a conflict makes a disagreement worse and ‘cooling down’ makes it better; we can help children realise they have the power to influence and resolve situations.

Start by listing which behaviours can hot up a conflict, such as shouting, name-calling, invading personal space, accusing, lying and being physical. Then list the behaviours that can cool down a conflict: admitting to what you did wrong, saying sorry, saying what you would like to happen, using a calm voice and avoiding words such as ‘always’ and ‘never’ which can immediately make someone feel defensive. Active listening is a fundamental skill in resolving conflicts. Help your children practise by asking them to listen and repeat instructions back and paraphrase what you have said. Encourage them to ask questions so they learn how to develop healthy dialogues.

Older children may have more complex conflicts involving social media. These require a slightly different approach. Childline (www.childline.org.uk) and UNICEF (www.unicef.org.uk) offer solid support and advice for those who are experiencing issues online.

Dealing with conflict provides an opportunity for growth, emotionally, socially and intellectually. By continuing to observe and give children a safe space to talk about any conflicts they have, we are providing useful safeguards against potential bullying scenarios.

What is bullying? What are peer listeners?

Bullying is defined as a repeated, intentional act to harm someone. It is further defined as an act that can be both emotional and physical, targeted at individuals or groups of people and/or based on a particular identity. All schools must have a policy that both addresses reported bullying and has preventative measures. If bullying occurs outside of school, headteachers do hold some power to make sure pupils behave off the school grounds. Most organisations advise parents and pupils to report ongoing bullying to the school. If a crime has been committed then the police should be informed. Keep evidence and a timeline of events if possible. Be alert to changes in your child’s demeanour and discuss the next steps with them. Work through the ‘bullying temperature check’ on the AntiBullying Alliance website (www.anti-bullyingalliance.org.uk) Anti-Bullying Week takes place from 14 to 18 November. The Anti-Bullying alliance website has a free parent pack offering advice and tools to support families. Zuzu Jordan is a Mastery for Maths specialist who has taught primary aged children for sixteen years and is interested in early years and home learning. For free homework and home learning resources, find the Instagram page edumate_uk.

Some schools have implemented programmes where selected children are trained to listen to and support their peers. This particularly helps those who find it easier to open up to someone their own age who they can relate to. Often called peer listeners or playground buddies, the trainees are available to help with tricky situations that may arise in the playground.

Part of the training involves knowing when to recognise problems that are ‘too big’ and require adult support; for example issues that arise at home.

Peer listeners are taught the importance of confidentiality and empathy. Training also includes how to ask open-ended questions which encourages others to talk and demonstrates the value of getting problems off one’s chest.

These skills are crucial in life. Often both parties benefit from the interaction as the listener develops leadership skills whilst their peer gets to offload their concerns.