Primary First Issue 23

PrimaryFirst The journal for primary schools Issue 23 £5.00

“Watch the child - he will show you what to do.” Froebel

National Association for Primary Education

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Editorial

The first complete genome of a human being was defined only 14 years ago. Since then the advances in the new science of DNA have been spectacular. Since the more we know about the children we teach the better it is timely to consider the implications for our work and in particular the nature versus nurture debate which has been with us for so long.

what happens to each individual as they experience life shapes them as a person. From the moment of birth, heredity and the environment, the totality of living, are interlinked. Furthermore the younger the child the more powerful is the impact of environment. The implications for teachers are clear.

Most importantly, genetics has reinforced the awareness gained from our everyday experience that each child is unique. There are thousands of small variations in the DNA of children and these, rather than a single gene or small group of genes, lead to human differences and hence affects the capability of learning which is at the heart of teaching. Only recently has the political view of primary education begun to move from a focus on year groups and the setting of levels and attainment targets related to chronological age. Changing our practice will take longer, national testing of even the youngest children in our schools continues to invite coaching for performance in tests and a focus on the individual is too often put to one side. Genetics strengthens our determination to change policy. Testing in primary school should always be formative in nature so providing us with insights into the uniqueness of each of our pupils.

The nature v nurture debate is irrelevant to us, we have to accept the nature of each unique child and can do nothing about the genes they have inherited. But we should redouble our efforts to understand each individual and that understanding will be greatly improved through close contact with the parents. As we create the rich and challenging experiences of education which are the bedrock of our professionalism we are able to make vitally important contributions to the nurture of each child. This is the way in which we can build on the new genetics.

It must be stressed that the growing volume of information we gather from genetics in no way provides a certain prediction of the future of individuals. What is gained through the identification of inherited genes is a probability, nothing more.

The early and primary years are not merely a preparation for the future. Our children are not involved in a race which results in some winners and too many losers who need to catch up. These years, the years of childhood, are a crucially important time of life and are worthwhile for their own sake. As we are increasingly made aware education can take the tendencies and even the probabilities of the inherited genes and create instead a fulfilled reality.

The probability is greater in terms of physical characteristics such as the colour of eyes or of hair and appreciably less in terms of personality. This is because Correction: Hannah Smith’s article, entitled The Highlights and Challenges of Taking on Your Own Class (in Issue 22) has been amended in relation to two sentences. The revised text has been published on-line.

About us

Editorial Editorial Board Photo Credit

John Coe Peter Cansell, Stuart Swann, Robert Young Sam Carpenter

Primary First journal is published three times per year by the National Association for Primary Education in association with the Association for the Study of Primary Education.

Primary First, 57 Britannia Way, Lichfield, Staffordshire, WS14 9UY Tel. 01543 257257 Email: nape@onetel.com ŠPrimary First 2018 Autumn Issue No part of this publication may be reproduced, copied or transmitted in any form or by any means without the express written permission of the publisher. Whilst every care has been taken to ensure the accuracy of the editorial content the publisher cannot be held responsible for errors or omissions. The views expressed are not necessarily those of the publisher.

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Editorial

22.

A poem, The Little Boy

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The Outdoor Nursery by Rodica Lazar

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Book Review - Making Sense of Neuroscience in the Early Years

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Barbara Taylor and Pauline Penfold involve parents

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Learning Science through the Power of Narrative by Daniel Phelps

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The Phonics Screening Check – the views of teachers and parents

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Book Review - Christian Schiller: In his own words

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Beyond direct instruction

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The Literacy Pages

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Marcin Lewandowski looks at the lives of two children

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The Outdoor Nursery:

The Future of Learning or Experimental Health Hazard?

by Rodica Lazar A nursery set completely outside in the forest has been rated outstanding. Canopies UK, a leading supplier of outdoor canopy solutions in the education sector, conducted a study among parents to find out what they thought about the idea of sending their own children to an outdoor nursery.

Why Ofsted Deemed the Nursery Outstanding The main priority of the Elves and Fairies Woodland Nursery is for children to experience nature, with children using natural supplies they find around them as learning aids. The nursery’s approach to learning aims to heighten their pupils’ senses and therefore enhance their sense of creativity and imagination, improving their overall confidence.

Ofsted have long stated that being outdoors is good for children’s health. Their report stated that children attending the nursery are “highly motivated by the extremely exciting range of challenging learning experiences that staff provide”. The teaching quality was also deemed inspirational, while the children were found to possess high levels of confidence and independence.

Responses to the study included: “When my kids were small I dreamed of opening a nursery just like this one. I think children are wrapped in cotton wool far too much – not just in the UK but all over the place. If a child is dressed appropriately then why would they get too cold or too hot? Bring it on I say. I’d have sent my kids to a place like this in a heartbeat. There’s nothing more rewarding as a mother than seeing her children exhausted from lots of fresh air. Rather that than stuck inside learning pointless brain-numbing letters and numbers songs. Even worse, sitting watching the television.” – It’s a Drama “I wouldn’t dream of it; the length of time outside should be limited accordingly. Cold and hot. When we had hot weather recently, my daughter’s school cut lunch short and gave them an extra 15 minutes of

play in the afternoon, so that they weren’t exposed to the sun for too long at one time. Children should be allowed to be children and there’s no reason for a three-year-old to have saw skills. The idea of them being exposed to cold or rain for such periods of time astounds me, how can you think and learn if you are cold and wet? It sounds like an experiment to me.”

– Heather Cassidy “I think outdoor settings like this are amazing and wish there were more of them. My children have all attended outdoor nurseries [the Elves and Fairies Woodland Nursery] and they’ve all benefited hugely.

There is never an issue about being cold and wet if they are wearing the right clothes, and poor weather is always more of an issue for adults than children.

Being outside brings huge benefits for everyone’s mental health, encourages the children to be active from an early age and gave my children a love of nature that’s stayed with them. They also learnt how to assess risks, be confident about their abilities and develop a natural curiosity about the world that led to a love of learning. I wish every child could experience this.” – Devon Sun Yarns “Personally for me no, I wouldn’t send my children there. Whilst I think it would be incredible in the summer, I wouldn’t want a child of nursery age out that long in the winter. I can see the benefits of it though and the lifelong lessons that they can be taught along the way.” – Mummy of 5 Miracles So should there be legitimate concerns over health risks associated with exposing children to the elements all day at such a young age? Or are they outweighed by the benefits of giving children 05

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extensive access to fresh air and the natural environment, promoting physical activity, unique learning skills and growing their confidence and social skills as they develop? Some of the key findings from the Canopies UK education study were as follows: • 26/35 responses were positive • 70% of those polled said they would send or have sent their children to an outdoor nursery • Of those who said they wouldn’t send their child to an outdoor nursery, the main reason cited was exposure to extreme weather • Over a third of responses said that their only requirement would be appropriate clothing Here’s what the Elves and Fairies Woodland Nursery had to say about their experience of setting up their outdoor facility: What are your biggest challenges?

We had many challenges throughout the years since we started, mainly because we were ahead of the times setting up an outdoor nursery in the UK. Now that the benefits of outdoor education are more understood and accepted however, our biggest challenge is getting people to understand that it is possible to keep children safe, comfortable and happy outdoors, most days of the year. We are trying to communicate that playing is how children learn and that they can learn just as much outside – in fact more – than they can learn inside.

What are parents’ biggest concerns?

For parents trying to decide whether to send their children to the nursery, their major concerns are whether they will be safe, learn enough and fit in when they go to school, but once parents have decided to send their children to The Elves and Fairies Woodland Nursery, their biggest concerns are whether the children will cope with being outside in bad weather.

How do you overcome those concerns?

The parents’ concerns about safety are usually laid to rest when they have spent a morning with us and seen how we prepare the children to recognise hazards and deal with them safely. Each morning before the children can go and play, we sit together in the fire circle and discuss how to keep each other

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safe. We then all walk around the site together, looking for hazards, removing them when possible or taping them off if not, and only when we feel that the environment is safe are the children able to go off and play. Once a parent has taken part in our daily risk assessment, any concerns about their child’s safety at the nursery are eased.

As for concerns as to whether the children will learn enough in an outdoor setting, as soon as the parents meet other children at the nursery and find them confident, happy, friendly and full of information, watch the children at play and see how creative and imaginative they are, look through the photo albums and see how many different experiences the children have on a daily basis, they are confident that the children are learning many important things during their time at the nursery.

One of the things that For parents trying to we usually need to teach parents is how decide whether to to dress their children send their children suitably for spending long periods of time to the nursery, their outside in all weather. major concerns are Unfortunately, most whether they will be people in the UK don’t have suitable safe, learn enough waterproofs or wear enough clothes to stay and fit in when they warm and dry. Once the go to school. children are dressed properly, they are happy to spend hours in the pouring rain or even frost and snow. It is so important to keep the children warm and dry and when parents see their happy children crossing the field at the end of the day, they are reassured.

What are the skills children learn by attending your nursery?

The children start the day either playing hide and seek, practising their counting and gaining the confidence to hide a few feet away from their friends, or playing with a ball, learning how to catch and throw. They then cross the field with wild flower/insect ID sheets, little notebooks and stubby pencils, so that they can identify and record what they see, practising their mark-making and counting.

After their risk assessment talk and walk, they collect

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sticks for the fire and chop vegetables for lunch, pointing out how many they have, how big they are, in what shapes etc. They learn to saw wood and use other tools, one-to-one with an adult, dig clay out of the ground for modelling, play with water and wood chips, help count out bowls and spoons, serve food, clear away, wash up, paint pictures and go for woodland walks while collecting acorns, leaves and such for craft activities etc. The children gain many other skills during their time with us and when they are ready to move on to the next stage of their education, they are confident, resilient, creative individuals with a thirst for learning.

Why is it better to attend an outdoor nursery rather than a standard nursery?

I feel that children benefit from an outdoor education in many different ways, e.g. the amount of physical exercise and fresh air they get each day, being able to experience the beautiful, spacious, natural environment that surrounds them for their play and learning, and being creative and imaginative in their play as they mainly use what nature has provided – with no need for expensive toys etc. This leads to an ability to create their own enjoyment, thus never being bored.

How have things evolved over the past year?

In the last year we have found our numbers rising, as parents have become more confident about sending their children to an outdoor nursery following our Ofsted inspection, when we were awarded an ‘Outstanding in all Areas’ grade. The fact that Ofsted think our nursery fulfils the Early Years requirements to such a high standard has meant so much to parents who liked the idea but worried about the reality. Since various articles about our nursery have started appearing in local, national and international papers and magazines, we have been contacted by parents and teachers from far and wide, requesting places for their children or any information that will help them set up with something similar where they live, including Switzerland and China.

What is the future of outdoor nurseries? Is it a trend that will grow?

I think the future of outdoor education is now secure, having seen how much interest has been generated just by people reading the articles about our nursery. It is great to see more and more schools and pre-schools offering children the chance to

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take part in Forest School sessions. Hopefully as the trend grows, we will see more and more happy, confident, creative children, watching them grow into adolescents and on into adulthood, being able to enjoy the simplicity of nature and all that it offers without the need for money and expensive equipment that is often not available – leading to too much unhappiness and boredom. Here’s to the future of outdoor education!

Rodica Lazar is Head of Earned Media based in Manchester and London

Discovering and Implementing a Parenting Programme in School

By Barbara Taylor and Pauline Penfold Nearly seventeen years ago I was concerned about the level of attainment of children joining the nursery unit in our two-form entry Infant School. The Local Authority had established this unit, along with one in the east of the county, as the first two nurseries to meet identified needs in areas where there was significant disadvantage. Since then, large private housing estates had been built but there remained a considerable number of vulnerable, needy families within the local community. These children had poor language, social and dexterity skills and found sitting and listening difficult.

By chance, I was invited to an event in a nearby local village where I found out about Parents As First Teachers (PAFT), a parenting programme that works with parents and their children from pre-birth to age 3 (or 5 if necessary). I was so impressed with what I found out about the programme, I asked my governing body if the school budget could pay for the training to be a project worker, so that I would fully understand the programme’s aims and objectives. Undertaking the week’s course during the half term break enabled me to learn that the programme had four primary goals: • Increase parent knowledge of early childhood development • Provide early detection of developmental delays and health issues • Prevent child abuse and neglect • Increase children’s school readiness and school success.

A few months later an embryonic PAFT programme was set up based at the school, with a supporting

committee comprised of an educational psychologist, social worker, speech therapist and health visitor.

Originally there was one project worker, myself, who asked for volunteers from school parents who had or were expecting babies. Five parents volunteered, one was due to have her second child. A couple of weeks later, the mother came to see me to say that she and her baby would not be eligible to take part.

She explained that her daughter had been born with Down’s syndrome; she hadn’t been screened for this during her pregnancy and so it had come as a great shock. She was told she was a parent with a young baby, that was the only criterion, and so she gladly agreed to continue. Each monthly visit was a delight, the milestones of development were observed, at a slower pace, but the mother was always pleased to show the new things her daughter could do. After a few months, she told me how much she enjoyed our meetings because we celebrated her daughter’s progress whereas her visits to see the consultant focused on what wasn’t being achieved, a realistic assessment but depressing.

Two more PAFT workers were trained and by the following year the programme was a universal access model available to all: the criteria being a parent with a child from birth to three years, and later included support through pregnancy. This universal access meant that higher need families did not experience the stigma of being enrolled in a parenting programme; rather they were involved in a village community programme.

Referrals came from the Health visiting team; this joint working model allowed us to gain access to identified families and the Health team the ability to further 09

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support vulnerable families. The initial referrals were parents with multiple children; first time young parents; parents who were experiencing isolation, through cultural restrictions, language, or children with special needs. Visits made with parents, usually mothers, were on a weekly, fortnightly or monthly basis, depending on their need, in the home where possible: a strength in that this was a safe place for the parents and children to build up a relationship with their project worker. Each parent and child had individual needs that could be met using the structure of the programme. The first five years of the programme was supported by the “Born to Learn Curriculum�.

The programme was designed to deliver a visit, which could be tailor-made to the individual needs of the family whilst delivering information to the parent addressing the age and stage of development that their child was currently experiencing. Where parents, themselves had not experienced a nurturing early childhood, the project workers were able to share and demonstrate activities, which they could do together with their children, making a real difference to their child’s development. They were shown appropriate

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activities, which from birth they could do with their child to develop secure attachment, establish routines and provide stability. Trained project workers, with knowledge of brain development, developmental milestones; the importance of play and investigative activities through sharing books, singing nursery rhymes and songs, talking about things they see, were all demonstrated and discussed in context, with the parent or carer within a familiar environment. Similarly, discussions about child development, concerns about behaviours, eating, sleeping etc. were covered as a positive relationship develops and concerns were raised.

Parents became more observant, noticing the stages of development made by their child and the new skills they mastered. They also grew in confidence in their parenting skills.

As the project progressed, and other professionals became aware of our parenting remit, we started to receive referrals from Social Services. The referrals became more complex as we started to support families on the Child Protection register for abuse and neglect, drug and alcohol addiction. Our first family, in this category, was when the school was contacted

and informed that a new family were moving into the village and there were problems: the parents were on methadone, the eldest child, was a poor school attender, the second had been barred from their local playgroup and the youngest had been born with heroin addiction.

When the parents brought their eldest child to start at the school, a visit to their home by a PAFT worker was arranged. Pauline, who had previously been a children’s nurse, went. Once in the house, she was offered a drink, which she accepted, and she sat down. What happened next summed up the mother’s frustration and feelings of inadequacy. Pauline was told she was the first person ever to accept a drink, sit down, and take an interest in holding her beautiful daughter.

The curriculum supported the development of the relationship. Parents subject to a child protection plan are used to professionals indicating what they must do.

These parents were partnering with their project worker to play with, and note different areas of development, of their children. For the first time they felt in control, able to contribute to their children’s development, and experience for themselves a positive environment; which enabled them to thrive and become more involved parents. The parents own past experiences of being parented were quite degrading and abusive with these themes being repeated in their home. The home visits enabled discussion about how children learn, grow, and develop and address some of the issues that had led to neglect of their children.

The once chaotic behaviours became calmer and more routine led. The two older children regularly attended school and pre-school and the baby began to thrive and meet all her milestones. This led to the family being stepped down from child protection, and child in need, to with drawl from social services input. The family continued to move forward, supported by their project worker and the programme. Slowly the family became immersed within school activities, helping to landscape the children’s garden as parent volunteers.

The slow development of increased self-esteem enabled the mother to continue to make her own progress and eventually she became drug free.

Part of the structure of the Parents As First Teachers Approach is provision of a Group meeting. These enabled parents to meet and start to build relationships with others within the programme, whilst also experiencing play with their child together, thus further strengthening

the attachment process. They received information on a variety of subjects; play supporting child development, gross and fine motor skills, support to understand social-emotional development and the challenges that parents face with their young children, and of course development of language skills, in the development of school readiness, a key end to the group with reading and singing at the end of each group.

On one such occasion a new parent attended the group with her 2 year old daughter and 2 month old baby.

The family had just moved into the area. Mum was on parental leave from her job as a solicitor.

It quickly became clear that the mother was not coping.

She became quite agitated with her older daughter’s behaviour, and before long was in tears. She was offered a home visit, where it became clear that she was suffering from post-natal depression, and that her daughter was not “being naughty” so much as exhibiting developmentally typical behaviours for her age. The following weeks of participating in the programme, and attending the group meetings, enabled the mother to understand more about her child’s The home visits development and plan strategies enabled discussion to enable her to about how children remain calm in learn, grow, and more challenging situations. develop and address Originally, when the some of the issues PAFT project started that had led to at the school, it was neglect of their universal access for all parents with children. young children, although referrals by health visitors, social workers etc. took priority. Later, with the building of a children’s centre on the site, the work of project workers extended both in remit and location. The area served included surrounding villages whose needs differed in respect of access to services and rural isolation. The project worker/ children centre staff, received further training in areas such as Mental health, First aid, Baby massage, Breast feeding and weaning, Counselling skills and further parenting programmes to be able to provide a range of skills to meet the needs of parents and their children in the area. The need for 11

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training support and delivery provided an opportunity to train as a Parents As First Teachers Trainer. This has enabled support for colleagues in the West Berkshire area to receive more personal and professional support following the initial training period. Over the past few years funding streams have changed and with this the focus of children centres now named Family Hubs.

Parents As First Teachers curriculum and training has also had to adapt to the changing needs of families and support provision.

Outreach groups are the focus for universal access provision for families. PAFT information is still provided to families supporting parents with the growth and development questions related to the needs of their children. Wherever possible parenting support is delivered in groups to maximise the reach to more vulnerable families. But when this is not appropriate, PAFT continues to be delivered in the home. Home visiting is restricted to families of high need. Most usually linked to child protection interventions, or support to mothers with mental health and wellbeing needs. It is now widely acknowledged that children continue to grow and develop, even when their parents or family members are in crisis. This was recognised and has been reflected in the changes to training structure and delivery to participants.

The delivery of the curriculum to parents is delivered in three main parts: Parent-child interaction, Development centred parenting and Family wellbeing. These three themes are intertwined through each visit but are proportioned to best meet the needs of the family at the time of the visit. The focus may be larger in one area than another but is always delivered in conjunction with the other two parts. This intentional focus ensures that the needs of both parent and child can still be met. Goal setting is intertwined throughout the main eight-plan delivery, ensuring that the parent can take responsibility for identifying their needs, participating equally with their project worker in planning, and meeting their goals in a timely and realistic fashion. This joint planning and working with the parent enables them to become more confident in their expectations of themselves and their goals whilst meeting the needs of their child. It also provides evidence to other professionals working with the family and can be used as supportive information at Child protection conferences. Whilst, some parents

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are more successful than others with the approach it allows for growth and empowerment of families that are used to feeling powerless. There will always be families that are unable or unwilling to accept responsibility for themselves and the choices that they have made, but for some the programme has provided a secure base to move forward, and away from protective services.

Pre-school inequalities in cognitive development and language development have been highlighted in a large number of research findings. Able young people from disadvantaged backgrounds lose out at every stage in our education system. The poorest children were identified as being nineteen months behind in school readiness at age five. (Sutton Trust 2014) These findings showed that high quality early education activities along with a child’s educational experiences at home when they are under 5 impacted significantly on their later academic success. The effectiveness of home learning activities evidenced itself in the children’s development profiles at the end of Key Stage1. The EPPE Project (19972003) showed how the range of activities parents and carers did with their young children made a significant difference to their children’s development. It cited all the activities, demonstrated and used by the PAFT project workers with the parents, as being associated with higher intellectual and social/ behavioural scores.

In addition, the qualifications of staff in children’s centres along with the quantity of interactions, where staff showed warmth and responsive to the needs of individual children all contributed to the progress children made. There were also more intellectual gains for the children, when staff encouraged high levels of parent engagement in their children’s learning by sharing the educational aims with them. For example, explaining the importance of learning nursery rhymes, which are easy to repeat and rhythmic. Children enjoyed joining in and repeating the simple rhymes, giving them practice in pitch, volume and rhythm, whilst extending their vocabulary by encouraging visualisation through actions and engaging in a sequence of events. Encouraging parents to join the library so that there was a range of picture books, nursery rhymes and stories to share with their child; discussing the pictures, asking questions also reinforced attachment between them whilst establishing the bedtime ritual of story time was one that children loved and look forward to.

Joint working with Speech and Language Specialists (SALT), has further deepened workers knowledge gained through the PAFT programme. Not only has this allowed for staff to allay parental fears but also when to signpost parents that need more specialist support. It also enabled the SALT to refer parents to small group working, to support the advice they have received. All children referred, had different needs; but it enabled the parents to make supportive friendships with others who in a similar position.

One such family was referred for support. Her son was not speaking or making recognisable sounds at two years old. He also had terrible tantrums at groups, which caused her to stop attending them with him and had isolated them both. The mother was very wary of bringing her son to our group but did attend the first session. Her son did find it difficult and did get upset, but mum received support and encouragement to stay at the group from the other parents. Mum continued to bring her son for the remaining weeks, which gave her confidence to send him to nursery. The family were also enrolled in the PAFT programme and completed

the eight initial plan visits. During this time mother and child grew in confidence and the boy’s speech and language progressed well. At the end of our last visit evaluation, the mother wrote how grateful she was for the support from the programme and how it helped her confidence and knowledge in supporting her son’s language, and development.

References: The Foundation Years Trust: Preventing poor children becoming poor adults. December 2010 Department for Education and Department of Health: Supporting Families in the Foundation Years. 2011 Effective Provision of Pre-School Education (EPPE) project 1997-2003 New Parents Support (NCT): Communication with Babies and Toddlers Oxford University: Pre-School and Early Home Learning effects on A Level outcomes (EPPSE), Research report. 2015 Not Just Talking Siobhan Royce

Barbara Taylor is head of an infant school and Pauline Penfold is a trainer for Parents As First Teachers

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There is more to teaching than direct instruction

By Colin Richards

Much is currently being made of the benefits of direct instruction. Analyses, meta-analyses and meta-meta analyses are being quoted on Twitter and other platforms proclaiming its efficacy. Ofsted’s Director of Research supports it. As if discovering it for the first time some headteacher-pundits proclaim its virtues and quote American research studies from the 1960s to back it up. Nick Gibb is a firm advocate, as in Katharine Birbalsingh of Michaela Community School.

In his perceptive and convincing portrayal of that school (TES 20-7-18) Jon Severs captures its essence, both negative and positive: “So you won’t see group work at Michaela. You won’t see discussion tasks beyond very limited pair work. You definitely won’t see expeditionary learning or open-ended project work. Instead you see lesson after lesson where a teacher will walk children through knowledge content from the front, punctuating their lecture with drills, quizzes and recall exercises…..You won’t see too many questions, either. Free interpretation of the content is discouraged; the teacher is the expert.”

Very few would seriously deny that direct instruction has a place in the repertoire of primary pedagogy.

Even the much reviled and much misunderstood Plowden Report of the “Swinging Sixties” acknowledged that “from the start there must be teaching as well as learning’ and that ‘We certainly do not deny the need for practice of skills and consolidation of knowledge.” But in the last twenty years or so direct instruction has been increasingly prevalent as a response to the hard-line demands for performance-related accountability based on league tables, test results and test-informed Ofsted judgments. That has resulted in many, but not all, primary schools in a narrowing not only of

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the primary curriculum but also of teaching and learning.

But of course there is more to teaching than instruction, more to learning than reception of received “wisdom”.

It has never been more effectively criticised than by Harriet Finlay-Johnson, the headteacher of Compting Elementary School, in her book The Dramatic Method of Teaching published over a century ago in 1912. Her comments should cause pause for reflection among those advocating unreflecting adherence to direct instruction. She observes: “I wonder if people ever reflect on the enormous number of facts which are talked into children in elementary schools for probably seven whole consecutive years! How monotonous it must become, although the child may not realise that it is monotony! Why should it be considered so virtuous a thing for a class of children to sit still and listen while a teacher (who is probably very tired of it) takes on every subject and adopts what I call the ‘stand-and-deliver attitude and demands from the children opinions which they have not, as yet, formed. The whole lecture and questionand-answer system appears to me now to be so dead, so utterly devoid of life! If we are anxious to obtain a child’s opinions and to find out what he really knows (and consequently will remember), we should confront him with what he may be expected to be able to assimilate, and should throw the whole responsibility onto him: in other words it is useless to eat the child’s food for him; he must eat it himself.”

She continues: “I am quite sure that the type of so-called education which contents itself with such present ‘results’ as a piece of composition, immaculately penned and all correctly spelled,

while it may exhibit a glaring paucity of ideas, or if it is satisfied if it can show ‘four sums right and neatly worked, is a very poor pretence at educating worthy men and women for the battle of life.”

There are indeed complements to, though not substitutes for, direct instruction. Those wedded to that one-dimensional view of teaching and learning focussed on direct instruction would do well to heed Harriet’s strictures and to Hamlet’s observation: “There are more things in heaven and earth, Horatio, than are dreamt of in our philosophy.” Katharine Birbalsingh and her followers take note.

Colin Richards is a retired senior HMI and wishes he had been educated in Harriet’s school.

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A Necessary Evil?

The impact of the Phonic Screening Check on grouping in Early Years and Key Stage 1.

A summary of research undertaken by Alice Bradbury and Guy Roberts-Holmes in 2017.

The research involved a nationwide survey and interviews at four case study primary schools. There were 1373 respondents to the on-line survey with a spread across Reception, Years 1 and 2 and some Nursery teachers. Interviews were also conducted in four primary schools in different regions of England.

No Academy schools or areas which have selection were included in the study.

The survey data revealed that grouping is most common for Phonics (76%) Reading (57%) and Literacy (54%). Grouping for Phonics was likely to be across the year group rather than as for Literacy and Maths within the class. In the survey it was found that 58% of 118 Nursery teachers who responded used grouping for Phonics. In Reception this rose to 81%, in Year 1 it was 78%. This grouping for Phonics declined in Year 2.

It appears that phonics was seen as a distinct subject which required specific pedagogic practices, separate from Reading. The researchers suggest that this practice was influenced by the use of Phonics schemes from private companies. The teachers stated that: ‘because the children were aware of which group they were placed in and why, this led to reduced self-esteem and confidence’. In the report the effect of these groupings on the mental health of the young children, an issue raised by some teachers, is discussed.

Many survey respondents commented that this practice of grouping was determined by the Senior Management. To quote: ‘This language of fear and risk indicates the high stakes nature of testing in

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early years and Key Stage 1’. This was, it is claimed, ‘associated with taking preparation for tests seriously’. It is suggested that that only those who were in a position of strength, either through their successful results or personal professional standing felt able to challenge the orthodoxy of grouping.

Teachers felt under pressure to use this practice to ensure their assessment results were acceptable and many written comments summed this up. It was noted that there was widespread reluctance to inform parents, showing the extent of teachers’ contradictory feelings about grouping.

Chapter 5 of the report is devoted to what is described as an ‘unexpected finding’ namely the role of private companies in determining schools’ grouping policies, particularly Read Write Inc which was said to be the most mentioned phonics company and which appeared to influence grouping even in schools which did not buy the actual scheme. The researchers comment that this scheme recommends that pupils are grouped across the school, ‘in homogenous groups’. In one case study school, children were grouped for Phonics across the school, thus some Key Stage 2 children were placed with Key Stage1 children. As the Phonic Screening Check is an important early accountability measure for schools, teachers felt that their grouping decisions for Phonics were partly determined by the requirements of the check. To quote from the research: ‘Although the Phonics Screening Check is described as a light-touch assessment there are consequences for both schools and pupils if

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the expected levels are to be met’. Grouping and interventions are seen as the solution. Furthermore it is suggested that this leads to resources being prioritised on the basis of improving Phonics results: this it is claimed encourages the use of external schemes such as Read Write Inc. This research found evidence of resources being distributed to focus on borderline groups while leaving those guaranteed to pass and those ‘hopeless cases on one side’.

Reference is made to different resources and staff being allocated to different groups, for example lower groups being taught by teaching assistants.

Mention is also made of adverse effects of the check and grouping on the youngest children Specific attention is drawn to intervention as a form of grouping, and in some schools both grouping and interventions are in place.

References Clark M.M. and Glazzard J., The Phonics Screening Check 20122017. Birmingham, Newman University 2017 Bradbury A. and Roberts-Holmes G., Grouping in the Early Years and Key Stage 1 “A Necessary Evil”. London, National Education Union. 2017

In the light of their findings the researchers recommend that:

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Policy makers should examine whether the explicit and implicit support for grouping in policy documentation is appropriate, in the light of their stated aim of reducing gaps in attainment.

• Policy makers should make the Phonics Screening Check non-statutory, because of the impact on grouping practices which, from age three, can have detrimental effects on children’s wellbeing.

Finally, policy makers should also be aware of the frustration that teachers feel about Phonics companies undermining teachers’ professional decision making.

Dr. Alice Bradbury and Dr. Guy Roberts-Holmes are lecturers and researchers at the UCL institute of Education.

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Two Children: Changing Minds, Changing Lives

By Marcin Lewandowski Abira I always thought that my child was weak and could not study but after learning about mindset I realised that she can and that we are not weak in learning and we can change!

Abira is a year 4 pupil at a primary school in London.

She is excited as she’s patiently waiting to receive her certificate of achievement. Her mother is happy.

Very happy. In the last eight weeks Abira has made good progress in her studies. The teachers have noticed an improvement and Abira has moved up in sets. But it hasn’t always been this way. Only a few weeks ago, Abira was considered a struggling student both by the teachers and her mother.

As part of my work I have the privilege of delivering an eight session programme for parents and school children called the Brain and Self Explorers Club, or BaSE for short. The programme is based on Carol Dweck’s work on mindsets.

Carol Dweck, a Stanford professor and the author of Mindset: The Psychology of Success, describes two types of individuals. Those who believe that intelligence, talent and ability are innate and immutable (i.e. I was born with a certain amount and that’s that). And those who believe that qualities such as intelligence, talent and ability can change; they are mutable through application and adjustment. Dweck describes the former group as having a fixed mindset and the latter as having a growth mindset.

The sessions I deliver deal with a range of topics from an introduction to the two mindsets, through aspects of the brain structure and neuroplasticity to

praise and learning from mistakes. The two-hourlong workshops invite both parents and children to explore ideas relating to learning, dealing with setbacks and to consider strategies to use at home or in the class.

Abira’s mother was very suspicious about the whole idea to start with. She came to the first session to find out what the fuss was about. The programme was free, so might as well.

She privately confessed to me that she thought she was going to be bored and that she wouldn’t understand much. She did, however, come back to the second session and ended up completing the course to the benefit of her daughter and herself.

What is it about this simple idea that has such a profound impact on us?

Your mindset (be it growth or fixed) acts as a mental filter which creates your reality (i.e. what is and isn’t possible). It can have either a limiting or enabling effect on your chances of reaching your potential.

So if you believe that you’re bad at spelling and the evidence around you (your grades, teacher’s and parents’ comments) supports this belief you’ve got no reason to put in time and effort into an activity which you’re destined to fail.

In a similar vein Abira was led to believe that she was a weak learner. Her scores were not great. Her teacher’s comments to the parent seemed to confirm it. The parent’s own beliefs of talent and intelligence being immutable meant that she didn’t hold much hope for her child’s academic attainment.

These eight sessions challenged those views. She and her daughter realised that success comes from striving to do your best and that failure is a

temporary condition that can be overcome with hard work and the right attitude.

“I’m not good at spelling” she reluctantly admits.

She doesn’t know if she can improve.

For Abira this realisation has led to a change of behaviour. She now studies more and has developed new study skills and ways to deal with frustration.

As the course progresses, Konstancja learns that hard work, varying strategies, and a positive attitude do pay off in the long term. She learns that when we don’t give up but persevere things do eventually become easier. She gains a good understanding of the process as to why this happens: “Neurons that fire together, wire together!” she exclaims. But she also knows that it’s easier to make neurons fire than to make them wire. And it’s when they wire that things become easier.

When she’s bored or does not want to study she takes a break and then she starts studying again.

And she practises her tables everyday. She now also studies independently without me sitting with her.

Perhaps it’s not surprising that all this effort has started to pay off. But chances are that it wouldn’t have happened if she hadn’t joined the club. This change of attitude and a change of mindset has had an empowering effect. I can change! I can do better!

Abira has started to improve in her schoolwork much to the delight of her mother.

“Thank you. I have learnt a lot from this club and my daughter has improved a lot after attending this club and she’s doing really very well in the school!”

Let’s hope this is just the beginning.

Konstancja Konstancja is only 6 years old - a year 2 pupil who has just joined the BaSE club. As expected at her Catholic school, she’s wearing an immaculately presented uniform and her long blond hair is neatly tied back. Her inquisitive eyes are scanning the room for clues as to what this ‘thing’ she’s been asked to attend is all about.

I’m a little apprehensive. She seems too. The BaSE club is aimed at older children (Y4 +) and I’m not sure how much of the input Konstancja will be able to understand. Being Polish, English is her second language which presents an additional challenge.

Konstancja’s mum is also unsure but she’s willing to give it a go.

In the first session we discuss goals for the course things we would like to be able to do better by the end of it. Konstancja’s goal is to improve her spelling.

When I delve deeper, she sounds rather resigned.

Repeated practice, learning from mistakes, overcoming obstacles and persevering when the going gets tough is what makes neurons wire.

Giving up, complaining ‘I can’t do it, it’s too difficult!’ doesn’t.

This can be overwhelming for a 6-year-old but she learns she’s not on her own. It’s okay to ask for feedback and support from peers, teachers or parents. She learns that sometimes taking a step back from the problem for a few minutes when it becomes too frustrating is enough to see the solution on return.

Her mum learns this too. She now knows that pressure and stress have a negative impact on child’s ability to retain information and that she can use praise to reinforce positive learning habits and foster growth mindset. Homework sessions become less stressful. Learning becomes more fun.

In the meantime, Konstancja is becoming more confident and independent.

In the session on challenge learners are asked to make paper towers. It’s a fun and engaging session but it’s also a task that will test your patience and resolve. Because you can’t use glue or sellotape, the tower is more than likely to collapse more than once.

The task creates conditions that allow you to learn about yourself. It shows your true self. Will you analyse your mistakes and try to correct them before attempting to build the tower again? Or will you rush to build it again in exactly the same way repeating

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the mistakes which made your tower collapse in the first place? Will you get frustrated and ‘kick the thing down’ or will you persevere?

Most learners get very competitive with it and try to build the tallest tower and a lot of them, with some support, do eventually succeed in doing so.

Konstancja’s approach is different. It’s really interesting to see her work. She doesn’t want any support from her mum and she’s not that bothered about what others are doing. She’s patient and focused. Doing her own thing. When I ask her about her ‘creation’ she’s keen to stress that it’s not a tower, it’s a castle! with its own hedges and trees and outbuildings. Konstancja’s creativity has no limits.

Dweck argues that learning about the brain and it’s potential enables us to reflect on and justify our struggles. Children learn to see it as brain exercise - the more you exercise the stronger it becomes, the easier things become.

“Konstancja has more coping methods for continuing on with challenging tasks. Previously she wouldn’t complete them out of fear of getting it wrong, but now she is having a go and responds positively to mistakes. She is now used to being praised for choosing the challenging tasks.”

“Konstancja can make much more progress if she continues this attitude in Year 3. She has become a more confident child and I wish her luck in her new class with her new teacher! Well done to Konstancja’s family for changing Konstancja’s mindset!”

A week later, chest out, head up and the mother of all grins on her face, she can barely contain herself. “Yes?”, I ask. “12 out of 12!”, she explodes.

“Konstancja is displaying more signs of motivation to complete tasks to challenge herself now, rather than talk to her friends.” (Konstancja’s teacher) In the penultimate session, Konstancja walks into the classroom looking rather pleased with herself.

“How did you do in your spelling test?” I ask. “10 out of 12” she responds with pride. In the last few weeks, she has learnt that being good at something is not a fixed quality but something that takes hard work and dedication. But it’s not just spelling that she has become better at, her teacher’s comments speak for themselves: “Konstancja has become more focused in her writing and is able to complete activities in full.

This has been particularly noticeable in the last couple of weeks.”

“Konstancja can now keep her attention and focus for longer! Well done!”

Marcin Lewandowski is Head of Learning at Action West London based in London

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The Little Boy Once a little boy went to school He was quite a little boy, And it was quite a big school.

But when the little boy Found that he could go to his room By walking right in from the door outside, He was happy.

And the school did not seem Quite so big any more.

One morning, When the little boy had been in school awhile, The teacher said: “Today we are going to make a picture.”

“Good!” thought the little boy, He liked to make pictures.

He could make all kinds: Lions and tigers, Chickens and cows, Trains and boats -And he took out his box of crayons And began to draw.

But the teacher said: “Wait!

It is not time to begin!”

And she waited until everyone looked ready.

“Now,” said the teacher “We are going to make flowers”.

“Good!” thought the little boy.

He liked to make flowers, And he began to make beautiful ones With his pink and orange and blue crayons.

But the teacher said “Wait!

And I will show you how.”

And it was red with a green stem.

“There ,” said the teacher.

“Now you may begin”.

The little boy looked at the teacher’s flower.

Then he looked at his own flower.

He liked his flower better than the teacher’s.

But he did not say this.

He just turned his paper over.

And made a flower like the teacher’s.

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It was red, with a green stem.

On another day When the little boy had opened The door from the outside all by himself, The teacher said: “Today we are going to make something with clay”.

“Good!” thought the little boy.

He liked clay.

He could make all kinds of things with clay: Snakes and snowmen, Elephants and mice, Cars and trucks --And he began to pull and pinch His ball of clay.

But the teacher said: “Wait! it is not time to begin!”

And she waited until everyone looked ready.

“Now”, said the teacher, “We are going to make a dish”.

“Good” thought the little boy.

He liked to make dishes, And he began to make some That were all shapes and sizes.

Then the teachers said, “Wait!”

“And I will show you how”.

And she showed everyone how to make One deep dish.

“There“, said the teacher, “Now you may begin”.

The little boy looked at the teacher’s dish.

Then he looked at his own.

He liked his dishes better than the teacher’s.

But he did not say this. he just rolled his clay into a big ball again And made a dish like the teacher’s.

It was a deep dish.

And pretty soon The little boy learned to wait.

And to watch,

And to make things just like the teacher.

And pretty soon He didn’t make things of his own anymore.

Then it happened That the little boy and his family Moved to another house, In another city, And the little boy had to go to another school.

This school was even bigger Than the other one.

And there was no door from the outside Into his room.

He had to go up some big steps, And walk down a long hall To get to his room.

And the very first day He was there, The teacher said: “Today we are going to make a picture”.

“Good!” thought the little boy, And he waited for the teacher To tell him what to do.

But the teacher didn’t say anything.

She just walked around the room.

When she came to the little boy She said, “Don’t you want to make a picture?”

“Yes”, said the little boy.

“What are we going to make?”

“I don’t know until you make it”, said the teacher.

“How shall I make it?” asked the little boy.

“Why, any way you like “, said the teacher.

“And any colour?” asked the little boy.

“Any colour” said the teacher.

“If everyone made the same picture, And used the same colours, How would I know who made what?

And which was which?”

“I don’t know”, said the little boy.

And he began to make a red flower with a green stem.

Helen E Buckley

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Review by John Coe

Making Sense of Neuroscience in the Early Years

by Sally Featherstone, published by Bloomsbury The credibility gap between rapidly developing research and political policies grows wider by the day and never more so than in the field of neuroscience.

This helpful book updates our understanding of the brain and how children learn and matches these to our teaching. But Sally Featherstone is right to caution us about the pace of progress. She reminds us that the total of published scientific data doubles every 15 years and that 50% of what we believed in the seventies has since been amended, expanded or even overturned. Suffice to say that we must resist the almost inevitable tendency in these media dominated times to look for definitive answers and remain open minded and professionally sceptical about new findings as they emerge.

One of the most valuable aspects of this book is the questioning of some cherished beliefs and assumptions which underpin practice. For example we have long assumed that the environment for learning should be crowded and full of colour and movement in order to stimulate the children.

But recent research findings question such practice and indicate that the environment should not seek to do the thinking for children but should be closer to the everyday environment which is enriched just enough for growth that is natural but not so enriched that it lacks challenge and overwhelms some children with stimuli. Sally Featherstone stresses once again that our immediate response should not be to substitute one received view with another but that we should instead look critically at our practice and assess precisely what the children are gaining from our created environment.

The book links research and teaching very effectively through case studies and frequent “Messages for educators�. Busy practitioners should not be concerned that they will be confronted by irrelevant theory. The approach is essentially professional and is a revealing contrast with the political messages which emanate all too frequently from government sources. The focus of neuroscience is each unique individual and not the gross national product.

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It is reassuring that much neuroscience research confirms the insights of practitioners gained through their work and their close day by day contact with young children. Far from the currently advocated frenetic race to learn and, if need be, to catch up, it is clear that children need to learn at first hand rather than through the words of the teacher, that they need individual practice and that, above all they need to try to solve problems, negotiate and work independently.

The brain is endlessly mobile in its search for meaning and the worst approach to teaching is to attempt a spoon feeding of attainments to be committed to memory but which are then too easily lost.

Sally Featherstone’s latest book is strongly recommended to all who are concerned to critically evaluate their own practice in the light of emerging research. Much of the primary tradition evolved over nearly one hundred years of our history is confirmed but there are some other respects, thrown into relief by neuroscience, which require us to reflect and question very carefully indeed.

Go teach outdoors!

No fuss ideas for Maths and English lessons that can be completed in school grounds and don’t cost the earth!

View samples at www.collins.co.uk/KeenKite

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Learning Science through the Power of Narrative

by Daniel Phelps

We all vividly remember certain films that we watched and stories that we read as children. I clearly recall sitting at the feet of my first teacher, Miss Pool and being captivated by Emil and the Detectives and several years later being entranced

by The Coral Island, The Lord of the Flies and many others. Those stories from childhood have been

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locked in our memories, each a time capsule of mental images; characters, imaginary worlds, obscure details and emotions. However, I am not sure that we take full advantage of this incredible power of narrative and its potential as a vehicle for teaching across the primary curriculum.

Firstly, let us remember, children are ‘wired to learn’ and our role as educators can be simply to create an environment for that natural learning process to unfold. Through interactions in the playground or gaming with friends for example, children are able to learn astonishing facts and figures as well as copious ‘useless’ information. It can seem effortless. I still, even now, underestimate what children are capable of learning – when they are ‘not learning’!

A story can support learning in multiple ways and at many different levels. Firstly, stories are able to create an environment conducive to learning.

When children are engaged and Narrative can create interested, they will learn. So when the perfect context they are engrossed which is so vital in in a story, a helping children’s perfect learning environment understanding, already exists. That especially of new environment can be both external, concepts. when a classroom becomes silent as the teacher reads aloud, as well as internal, where minds are quietened, relaxed or expectant. Narrative however, can do much more.

I first drafted Xientifica SOS, my first novel, in the early days of the national numeracy and literacy schemes. I had taught only for a few years, but had become frustrated with the prescriptive and rigid nature of the lessons I was teaching. I wanted another, more creative vehicle, to add to my teaching repertoire. So I set out to develop a series of standalone chapters, or short stories - each focussing on a different science topic. A child may not be a fan of science text books, but many children love learning amazing science facts and love a great story. I envisaged reading this last thing on a Friday afternoon as a fun activity. With a packed timetable, I thought the luxury of storytime could be ‘justified’, as this would also double up as a science lesson! I

didn’t quite stick to the plan. My series of individual stories developed into a full blown adventure novel, where five pupils are thrust into a fight for survival.

Although I read this early version to one of my year 6 classes, Xientifica SOS stayed resolutely hidden on my hard drive, not ready to share with the world.

And that is where it remained, until last year.

Narrative can create the perfect context which is so vital in helping children’s understanding, especially of new concepts. The context created by a story creates a ‘scaffold’ or as I call it, a ‘context web’.

By carefully constructing the context, you are providing readers with a strong prop for their understanding. Each aspect of the narrative can of course be crafted intentionally to illuminate and provide clues to aid comprehension.

A ‘context web’ that is familiar to children will also support their retention of new information by providing a mooring for its assimilation. Again, by purposively fashioning the context and enrichening it at a level commensurate with a child’s level of understanding, that ‘context web’ can become a firm anchorage for that new material.

A story will also reveal through the context it provides, how concepts are applied. This is important since the purpose for learning about those concepts will be evident. Children, as they grow older, often object that there is no point to learning a particular thing. However, by the careful choice of a narrative which appeals to the imagination and to the interest of children, any such potential objection can be nullified. For example, in my story, the characters must use their understanding of scientific concepts in order to survive on their deserted island.

As a children’s poet, I’ve also included poems and riddles throughout the story as a further way of facilitating learning, after all, those nursery rhymes that we learned as children are still embedded within us! Different ‘memory hooks’ are also scattered throughout the book to help the reader remember facts. So the inclusion of the phrase

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‘Run Or You’ll Get Boiled In Veg’ should now be understood, in the context of ‘rainbows’!

Children however are smart and therefore the stories we offer them must be authentic.

Lastly, the characters themselves within a story can also play a significant role in supporting children’s learning. The child characters in my story each have particular gifts (Luke Close has of course amazing powers of observation). The characters pass on their knowledge and skills to each other and so the reader is also being taught by other ‘children’, tapping into Vygotskian theory of learning.

They must be able to stand on their own, as stories in their own right and they must be stories that children themselves would choose to read. We can then step back and watch their ‘wiring for learning’ light up brightly.

I have intentionally tried to encompass all these concepts within my story, in order to support the learning of science, as well as simple and colourful illustrations. However, where a teacher has no time to craft a story from scratch, the power of narrative can still be exploited in other ways. Firstly, books (and films) can be carefully selected for independent or class reading, to complement Stories can not or prepare for the only support the teaching of specific learning of specific topics. For the more adventurous, subjects but can be storytelling and the perfect platform drama could be employed. With for encouraging older children, questioning in those they themselves subjects and for can use these ideas of using inspiring children to narrative in their explore those subjects own writing to explain science to further. others.

Narrative has incredible potential as a fun and creative vehicle for teaching science and other curriculum areas, helping children’s understanding and aiding their retention of ideas. Stories can not only support the learning of specific subjects but can be the perfect platform for encouraging questioning in those subjects and for inspiring children to explore those subjects further.

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References Xientifica SOS is available for purchase from Amazon in both ebook and paperback.

‘Not just an adventure, but a journey that opens up the beauty and wonder of nature, science and the universe.’

Five pupils, from Firtrees Primary School, each with different gifts, are thrust into an adventure of a lifetime which will test their minds, bodies, courage and teamwork.

Do they have what it takes to survive? Aimed at 8-12 years, Xientifica SOS is a story of survival and exploration that will inspire and open eyes to the world around us, its beauty and its danger!

Daniel Phelps is a researcher at the University of Winchester. He runs www.planetpoetry. co.uk, a website hosting modern children’s poetry.

National Association for Primary Education

NAPE promotes the very best opportunities for children's learning through: • sharing exemplary teaching approaches • bringing together groups of colleagues for support • developing a strong professionalism • providing conferences with speakers of national reputation • publishing Primary First, a reflective and informative journal • enabling debate about innovative teaching

NAPE is an important national voice for early and primary education.

We influence government and its agencies through: • engaging with consultations and formulating responses • participating in discussions at the highest level with other organisations • Issuing media releases and influencing public opinion • responding to media enquiries • participating in radio and TV interviews

Members are kept up to date and fully involved through the NAPE website www.nape.org.uk By joining NAPE you become part of a nationwide movement to improve the status and resourcing of early years and primary education. You will gain not only from a fellowship of shared aims and expertise but also from an increasing range of benefits available to members and school communities.

Join us now through our website or by emailing to nationaloffice@nape.org.uk The office administrator at 01604 647646 will be happy to answer any queries. Payment can be made through BACS, Paypal or cheque.

• Individual membership £30 • School Community membership, Group 1 £40, Group 2 and above £55 • No fee is due from student teachers.

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Outline and summary of the report on an independent enquiry into the views of Head Teachers, teachers and parents on the Phonics Screening Check The preliminary report of this survey was published online on 6 July 2018. This has now been replaced by the final report: The Phonics Screening Check 2012-2017: An independent enquiry into the views of Head Teachers, teachers and parents. Final Report September 2018.

Editors Margaret M. Clark OBE, Newman University and Jonathan Glazzard, Leeds Beckett University. This can be accessed and downloaded from: https://newman.ac.uk/ knowledge-base/the-phonics-screeningcheck-2012-2017.

In addition to Margaret M. Clark and Jonathan Glazzard the other members of the research team are Susan Atkinson of Leeds Beckett University, and John Bayley and Sue Reid of Newman University.

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Outline This was an independent survey and the results are anonymous. The aim of the survey was to enable government policy to be informed by the views of teachers and parents as to the effect of current policy on the literacy experiences of young children in primary schools in England.

It was advertised nationally in England during May 2018 with links to the three survey forms, for Head Teachers who worked in schools with Year 1 classes, teachers who had assessed children, and parents whose children had been assessed on the check. Where a parent had more than one child assessed they were asked to complete the survey for the child assessed most recently.

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Unfortunately, in spite of our attempts, the responses from parents were nearly all from parents whose mother tongue is English.

However, many of those parents who did respond expressed concern at the effect of the check on the literacy experiences of their children., including those whose child had passed the check.

Since 6 July, when we released our preliminary report, we have studied several other researches which reveal further evidence on the effect of current policy on children’s literacy experiences, as reported by their teachers, now also by children. In our final report these findings are summarised in a new chapter 2. The findings of our survey are reported in chapters 4 to 7 and the questions and answers in Appendices V to VII. We have added to the appendices a summary of the additional data from the more complex analyses we have now undertaken. Appendix I reveals evidence that teachers have not been consulted on the future of the check. In Appendix II we indicate how much money has been spent by DfE on the check, on commercial synthetic phonics materials and training courses. We know from our survey that many primary schools have also devoted funds to commercial materials to ensure they raise their percentage pass on the check, but there is no evidence as to how much. Appendix III reports on recent developments in Australia where it appears the Phonics Screening Check may soon be introduced in some states. In chapter 3 details of the survey are reported and Appendix IV shows the information on the survey that was circulated.

Summary of the views of Head Teachers and teachers (see chapters 4, 5 and Appendices V and VI) The percentages of Head Teachers and teachers who answered these key questions are based on at least

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180 Head Teachers and 1108 teachers, those who answered these policy related questions.

1. Do you think the phonics check provides you with information on individual children which you did not already have? No HT 89% T 94%.

2. Do you think pass/fail should be recorded for the check? No HT 71% T 75%.

3. Is it useful to re-test children in Year 2 who fail the check in Year 1? No HT 64% T 74%Do you think it is useful to have pseudo/alien words in the check?

No HT 80% T 80%.

4. Do you buy commercial synthetic phonics materials or training for your school? HT Yes 46% (62 made comments). 48% of teachers used commercial materials and 215 made comments.

5. Do you think the phonics check should remain statutory? Yes HT 16% T 12% NB There were significant differences between the views of more and less experienced teachers (see Appendices).

6. To what extent do you agree with the government policy that the method of teaching reading in England to all children should be by synthetic phonics only? Agree HT 6% T 10% Disagree HT 62% (73 comments) T 47% (429 comments).

There were significant differences with more experienced teachers more likely not to agree.

Summary of views of parents (mainly based on 304 parents, see chapter 6 and Appendix VII) 1. Many of the parents had more than one child assessed.

2. Nearly half the parents who responded had a child assessed in 2017 by which time the percentage pass was high.

3. The check was passed by 75% of these children.

4. Eighty percent of the parents stated that their child had passed the check.

5. Of the parents who responded 80% stated that their child could already read with understanding when they sat the check and 85% that their child could already write recognisable words.

6. Many parents made comments in response to the questions, many expressing concern at the effect of the check, including those whose child had passed the check see chapter 6 and Appendix VII).

Many of these parents whose child was reading well at the time of the check or who passed the check still expressed negative attitudes to the check and the

government policy. It would be valuable to have the views of a wider range of parents whose children have sat the check, including children who have speech, language and communication needs or other special educational needs and children who are new to English.

Implications 1. The views expressed by the teachers indicate that the government should seriously consider either discontinuing the check or at least making it voluntary.

2. Most teachers do not agree with the pass/fail scoring on the check or the requirement that children who fail should re-sit the check.

3. Most teachers (and many parents) do not agree with the inclusion of pseudo/ alien words in the check. This is apparent not only in their answers but also in their comments where they gave their reasons.

4. The responses to this survey by the teachers and parents, in their answers and in the comments

made to the key questions, suggests a degree of concern about current government literacy policy of which the government should now be aware.

5. Concern was expressed both about the high stakes pass/fail Phonics Screening Check and the current mandatory requirement in England that synthetic phonics should be the only method of teaching reading to all children.

Many Head Teachers and teachers expressed negative views on both the check and current government policy. There was a significant difference when teachers were grouped by length of service with a higher percentage of the more experienced teachers likely to express negative views. Many recently qualified teachers in England may not have been alerted to the controversial nature of some of the evidence cited by the government as Teacher Education programmes may be dominated by a focus on synthetic phonics to enable them to meet Ofsted requirements (see chapter 2). This is an area for further research.

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Review by John Coe

Christian Schiller: In his own words Published by NAPE and available from the national office at 01604 647 646.

Christian Schiller was the first Staff HMI for Primary Schools and is acknowledged as one of the foremost creators of educational ideas and practice which continue to the present day. He died in 1976 and his book which remains a classic in its field was published three years later.

Schiller became an inspector of schools in 1924 and his early work took him to Liverpool where he experienced at first hand the squalor and the resulting deprivation which so limited the opportunities open to children. He found them crowded together, regimented in classes of sixty or seventy in dirty buildings which too often resembled prisons. He never forgot those children, their families and their teachers. Throughout his life he did everything in his power to shape primary education which would become a different world in which children could live and learn with happiness and fulfilment.

Following his retirement from the inspectorate Schiller taught a one year full-time course for experienced heads and teachers. It was a course like no other - only 12 students and no assessment of progress either by coursework or examination. The curriculum consisted of visits to pioneering primary schools up and down the country followed by intensive analysis and discussion.

The intellectual demands were rigorous and former students from the total of nine courses went on to occupy some of the commanding heights of the educational scene.

Christian Schiller continued to exercise a profound influence on the development of primary education right up to his death. Every year his former students

and their friends gathered together in his company to refresh their commitment to a better way of teaching and learning which put the child and that child’s needs at the very heart of their school. Yet he never published a book and kept his faith in the power of human relationships. It was three years after he died in 1976 that we put together the book composed of the scripts of some of his key lectures.

The book, here reviewed ,is all we have of him and his distinctive, passionate voice. Here is a glimpse of his words, “When boys and girls are creative they create something, that is to say they want to do or make something that did not exist before. But so does a man who pulls a lever and out comes a piece of plastic shaped like a gnome on a toadstool. That did not exist before - fortunately. To be creative one must exercise personal individual choice not only deciding what, but also each part, each element of what is created. And more than mere choice is involved. What we look for in creative work is the feeling in the choice.”

Perhaps Schiller, who despite warning us of problems to come, could never have imagined the challenging and, in too many ways, the deplorable situation we face today. The lack of trust and a political pressure to conform, the emphasis upon targets, the narrowed curriculum, the assumption of deficit and the need to “catch up” and above all, the requirement to ignore today’s individual needs in favour of preparing for tomorrow and getting children secondary ready. This book can give you fresh heart and the will to fight back.

Christian Schiller spoke the truth about children.

Christian Schiller ~ In his own words In response to many requests a reprint of the Schiller book in its original paperback format is available from the National Association for Primary Education £3.95 + £1.00 P&P Moulton College, Moulton, Northampton, NN3 7RR Tel: 01604 647646

NATIONAL ASSOCIATION FOR PRIMARY EDUCATION

Rosemary Evans

Bequest Award

Are you a recently qualified early years/primary teacher (QTS gained since June 2016)?

Are you keen to reflect on your professional development as a classroom practitioner?

Are you keen to get something published in an educational journal and add it to your CV? If so, we hope you will be interested in the Rosemary Evans Bequest Award to be given on an annual basis to the best article received for publication in Primary First from a recently qualified teacher. The award is for £200 and the theme can be selected from one of the following: • The highlights and challenges of taking on your own class • What do you see as the key principles and/or values which inform your approach to learning and teaching?

• How can teacher retention be improved?

• The global teacher for the 21st century.

The article should be between 1500 - 2000 words and you are welcome to select your own focus and title, but drawing on one of the above themes.

The article should both critically explore aspects of your own experience and identity as a recently qualified teacher and be informed, where appropriate, by relevant literature.

The final date for submission for this academic year is 1 May 2019. It is to be submitted electronically in Word or PDF format to Robert Young, NAPE General Secretary at rmyoung1942@yahoo.co.uk.

The Primary First Editorial Board will judge the submissions and it is anticipated that more than one submission will be considered for inclusion in the journal, although not in receipt of the Award itself. Further details about the Award can be requested from Robert Young.

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