A Thinking School at the Heart of Effective Learning

The Provider:
Rhydpenau Primary School

• Rhydypenau Primary School serves an established residential area within North Cardiff. The school has just over 500 pupils on roll aged from 3 to 11. While most pupils come from homes which are relatively advantaged a small number come from homes which are economically disadvantaged.
• Around 20% of children come from an ethnic minority background, approximately half of whom speak English as a second language.
• We work hard to nurture the artists and musicians, scientists and technicians of the future, by striving to achieve high standards in all areas of the curriculum.
• We also aim for our pupils to develop confidence and patience, determination and resilience, tolerance and self belief to help them to be happy and successful.

Summary:

• All staff and governors agree that we would like our school to be about more than delivering the curriculum and transferring facts and knowledge.
• Teachers aim therefore to assist the children in developing the skills, strategies and attitudes to learning they will need to become lifelong learners in an uncertain future. In support of this we have adopted a range of strategies for teaching thinking skills across all classes.
• This has involved the school in an exciting journey of challenge and of change.
• As a result of this work we believe that they are seeing a boost in children's confidence and autonomy, and a change in their attitudes to learning and creativity.

The Aim:

• Some 4 years ago we decided that, within the growing culture of accountability we need to offer both children and staff greater freedom, independence and autonomy. We believe that our work on Thinking Skills meets these aims and will strongly support the implementation of Curriculum 2008, the Foundation Phase and the Skills Framework in Wales.

What do you see in the school?

• Governors have appointed a teacher with specific responsibility for developing thinking skills across each key stage
• Displays in all classrooms reflect this work, supporting children in the acquisition of these skills
• Planning and delivery clearly reflects the development of thinking skills across school and this work is closely monitored by the Headteacher.
• The Policy for Teaching and Learning clearly reflects the wide range of thinking skills across the curriculum and the school's mission statement and aims are well embedded within the policy.
• Teachers' planning includes opportunities for using De Bono's 6 Thinking Hats, Art Costa's Habits of Mind and Hyerle's Thinking Maps
• The Leadership Group have regular strategy meetings to discuss both the implementation and the sustainability of the initiative, ensuring it remains a high priority and is demonstrably supported by senior staff.
• Governors support this work, are kept fully informed and have a clear understanding of progress.
• A comprehensive programme of training and support strongly promotes the initiative. This is a particularly strong feature of this application. The school clearly has embedded the principles from nursery through to year 6. Through the learning walk it was evident that the strategies of the six thinking hats, the thinking maps and habits of mind are being used by all classes at a level appropriate to their understanding and ability. As a result teaching activities are purposeful, exciting and stimulating. The children demonstrate full participation in the learning and are clearly motivated. The children used the vocabulary in detailed and mature ways and were able to discuss their learning and the usefulness of the strategies.
• Assessment takes place on a regular basis, both formally and informally. All class teachers keep records to show the children's attainment and progress and develop learning accordingly. Senior staff collate information to share with Governors to show the progress the school is making. This is further supported through classroom observation, the results of which are fedback to the head teacher within regular comprehensive reports.
• The learning environment is rich and diverse and strongly supports pupils' learning.
• The children are eager to learn and can explain what they are doing, why and how
• Skills are well embedded and children know how they are transferred to other areas of learning
• Teachers report that this has strongly influenced their approach to teaching in terms of motivation, seeing outcomes for children and increasing creativity for both themselves and the children.
• Regular liaison with the secondary school ensures a smooth and efficient transition for pupils in terms of teaching and learning.
• The Headteacher and teachers hold regular work shops for parents to ensure that they understand the developments and can support their children
• Training for staff is shared with partner schools in the area
• The school is seeking to become a Centre of Excellence for thinking skills across the county to share this good practice with staff from other schools.
• A small group of teachers attended the recent learning conference where this was shared with others

What difference does it make?

• The learning environment is rich and diverse and strongly supports pupils' learning
• The children are eager to learn and can explain what they are doing, why and how
• Skills are well embedded and children know how they are transferred to other areas of learning
• Teachers report that this as strongly influenced their approach to teaching in terms of motivation, seeing outcomes for children and increasing creativity for both themselves and the children
• Regular liaison with the secondary school ensures a smooth and efficient transition for pupils in terms of teaching and learning.

From where is evidence collected to prove the Leading Aspect?

• Policy for Teaching and Learning
• Headteacher's reports to Governors
• Planning files
• News letters for parents
• Evidence file for parent training and workshops
• Staff training file
• Staff meeting agendas
• Policy
• Governor reports
• School web site
• Photographs and displays
• Individual staff training records
• Minutes of Governor meetings
• Training PowerPoint presentations
• Learning walk
• Displays
• Lesson plans
• Lessons in action
• Children's work
• Planning
• Governor meetings
• Inspection report
• Children's learning
• Displays
• Planning
• Inspection report
• Training booklet
• Kestrel web site

The Verifiers Comment

• This approach truly pervades the curriculum. The development from nursery through to year 6 clearly demonstrates how the children progress, develop and refine their key thinking skills and the attitudes they need to develop to become effective learners. The children are confident and competent in how they talk about their learning and the strategies they are developing which help and support their attitude. The approach transcends learning barriers as children engage in levels appropriate to their needs and gain support and motivation from others to extend and challenge their learning. The displays throughout school support and scaffold the learning and the language and approach is used in all areas of school life. The result is an extremely creative and vibrant approach to learning, embraced by children and staff alike!