All teachers had removed comparative rewards which has made life easier because it’s about the work not about the reward, Children haven’t missed individual rewards and whole class rewards are now more meaningful. ‘Secret student’ undermines this ethos.
All do marvellous mistakes which has had a positive impact especially for Key Stage 1. They are more ready to share their mistakes and more comfortable to vocalise their struggles in learning. Haven’t yet seen whether this impacts attainment.
I had my class for just over 2 years through the final term of Y4 into Y5 and through Y6. A child joined in the final term of Y4. He was bullied in his previous school, very quiet and reserved. He was integrated into random talk partners, co-constructing success criteria and the development of our learning culture.
Moving into Y5 and Y6 this was built upon, supporting his social development. This was commented on by family friends outside of school during clubs and a journey to a club. He was still getting upset at times – a confidence issue.
Y6 brought an added pressure of SAT tests, but his social network was now secure. We focused on mistakes and marvellous they can be. We analysed SAT papers, looking for areas of growth and development throughout. This was modelled daily and became part of daily practice. Children knew that work targeted areas needed more practice.
He entered SATS week with a script he shared at home: ‘It’s ok to make mistakes – all I need to do is try my best’ and this carried him through the week.
His mum emailed a few weeks after stating how thankful she was and that he was a different child than the one who started at Drake just 2 years prior. She said that he walked into SATS week confident and that I had given him back his passion for learning.
As he moved into high school he has settled well and came to visit the other day. He was happy and confident to share his experience of high school and that he was enjoying his time alongside his secure social network.
Katie Greenwood, Drake Primary School
Task related commentary/feedback helped teachers to look at the work in greater depth and helped with marking. Teachers got to know children’s abilities quicker. Children recognise that you care about their work which moves them on quicker. Children aren’t looking for ‘well done’ any more, but ‘Can you check this?’
All had mixed ability classes.