Why this is leading practice
Five core learning values have been developed across the school: spirituality, interdependence, independence, thinking and creativity. These are taught through an integrated project approach. Each project lasts for between 4 to 7 weeks with only three subjects being taught within each one. Each project has two learning values attached to it and two applications (the purpose of which is to broaden the project). Each project has a specific outcome such as making a project book or holding an exhibition of work for parents. The impact has been enormous with improved attendance, improved behaviour and attitude of all learners and improved standards and attainment across the key stage.
Impact to date
• The development of a learning values led curriculum, has been extensive – both wide and deep.
• The reputation of Vigo Junior School as a curriculum innovator where pupils are engaged in learning has substantially improved under the leadership of the current HT.
• The impact of the initiative has been, and continues to be, significant. It has been a major aspect, the leading aspect of school transformation alongside the leadership of the HT.
• Vigo School was a school in special measures and now is ‘good with outstanding features’ (Ofsted May 2007).The impact of the curriculum innovation is outstanding.
• Clearly value has been added to the experience of pupils and staff since its introduction by the HT.
• One of the most positive, extensive and significant ways in which the innovation has had a positive impact has been on parental attitudes to the school in general and to learning (including home learning) in particular.
• 98% of parents/carers are actively involved in communication with the school regarding home learning initiatives.
• Celebration of success emphasised regularly
• Resources used to improve learning environment e.g. employment of School Business Manager jointly with other schools in the area to maximise efficiency and quality. (from September 2008)
• Significant reduction in number of fixed term pupil exclusions (trend analysis since 2002-3 to current academic year).
• Increase in attendance since September 2007.
Rationale / Start Point
There was recognition within the school that many children were not engaging in their learning which resulted in a complete review of the curriculum. The result is an integrated curriculum which is learning values led. The curriculum is now purposeful, relevant and meaningful to the children of Vigo this was achieved through a full discussion about what our children would need to be successful citizens of the future beyond attaining well in the KS2 SAT’s. Motivation is generated by an investigative approach wherever possible and opportunities to apply new skills in a concrete context are provided.
Key Strategies
• The HT has developed a range of leadership programmes that support the curriculum initiatives including ‘Mining for hidden gems: The Vigo Way’ which is an innovative Leadership development programme which includes all stages of career development and addresses the issue of succession planning.
• All staff are involved in the development and implementation of the Teaching for learning policy ¬Policy shapes practice and is led by an emphasis on learning values
• The innovative leadership and management structure ensures that posts are linked explicitly to the curriculum e.g. Leader for Personalised Learning.
• Induction starts with appointment – a stated priority of the HT is that staff are creative and have the ability/potential to work in a dynamic environment.
• The quality of professional development is exemplified by the ‘Mining for Hidden Gems: The Vigo way’ Leadership development programme. Leaders are developed and take on senior leadership posts in other schools as well as within Vigo Primary School.
• Staff Development focuses on teaching pupils how to be thinkers -independent, interdependent, creative and spiritual. This core learning values are at the heart of the vision and practice inside and outside of the classroom.
• The development of skills is linked explicitly to the learning values stated above and related explicitly to the curriculum which informs the approach to both learning and teaching.
• New approaches to encourage thinking are considered regularly. The programme is evolving and continuous improvement is sought by staff at all levels.
• Development of Learning Networks involving Hampshire Schools and Curriculum Development.
Sustainability and Further Development
• Develop International partnerships through Comenius projects
• Develop ‘mini-projects’ within projects to stretch and challenge the more able