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Elizabeth Hudson

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Getting Our Bearings: Improving Geography in Schools

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By Jack Winterburn

In September 2023, Ofsted research and analysis published their subject report on Geography in schools. 

Key findings

Since Ofsted’s previous subject report, a noticeable improvement in curriculum planning has taken place. Knowledge and skills are now better sequenced to enable students to build their learning. 

Yet in secondary schools, content was often taught as laid out in the exam specification, making it difficult for students to make connections.  

In early years, there has been a development in students’ geographic knowledge. However, in primary schools, geography is often being lost in cross-curricular ‘topic’ approaches. In secondary schools, the report noted that geography at Key Stage 3 often lacked challenge or was not subject specific.  

Furthermore, the opportunities for developing fieldwork skills are still lacking across key stages. 

Recommendations

Several recommendations to ensure high-quality geography education from the report can be summarised as follows:

  1. Ensure the curriculum is sequenced at all key stages enabling the effective transition into new content
  2. Consider the prior knowledge needed to access more complex ideas/concepts
  3. Consider how pupils will build knowledge over a series of topics and apply concepts to different scenarios
  4. Identify misconceptions and plan strategies to overcome them
  5. Teach fieldwork skills – collecting, presenting, analysing, and evaluating data

What can we learn from this?

As practitioners, we often overlook the importance of sequencing content and how building knowledge and skills is vital in developing our students into successful geographers. 

Without consideration of the prior knowledge needed to access complex ideas, we are setting our students up to fail by expecting them to ‘run before they can walk’. 

Taking time to reflect on what went well when teaching a topic and what felt more difficult can help us to sequence the content in a way which best supports our learners. 

It also enables us to consider the misconceptions our students face, why they have them, and pre-empt similar misconceptions in the future. 

We must also learn to take more risks. To some, the thought of leading fieldwork feels daunting. But a well-planned fieldwork session can allow students to gain invaluable experience that cannot be replicated in the classroom. As a geography network, we have discussed the importance of fieldwork and strategies to embed this in primary schools. 

This report highlights that the teaching of geography is making progress in the right direction. As a trust, to further improve we must reflect on the learning experiences our students have and what we can do to make their learning journey more interconnected.  

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Bramley Park Pupils Welcome Rachel Reeves MP

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Just before the Easter break, staff and students at Bramley Park Academy proudly showed Leeds West MP and Shadow Chancellor Rachel Reeves around their recently rated outstanding school.

Bramley Park pupils were eager to meet Rachel and Bramley & Stanningley councillors Caroline Gruen, Tom Hinchcliffe and Kevin Ritchie. The visitors spent time in every key stage and learnt about the positive impact that Bramley’s 12 place specialist resource provision, LaunchPad, is having on pupils with Autism Spectrum Condition and communication needs.

Rachel spent time speaking with teachers and getting to know pupils, who made her day by revealing their favourite thing to do at school was maths!

Carrie Green, Executive Principal at Bramley Park Academy, said: “Bramley Park Academy has been on an incredible journey of improvement over the past few years. To go from special measures to outstanding in just five years is a phenomenal achievement. Pupils and staff alike are very proud of Bramley Park and they were thrilled to be able to showcase what a special place our school is to Rachel Reeves and the local councillors. It’s important to us to share our success story and show what’s possible with determination, ambition and a talented team which believes every child deserves the very best.”

Rachel Reeves MP, added: “It was wonderful to be shown around Bramley Park Academy and see how far it has come in recent years. From excellent teachers to engaged pupils, there is so much Bramley Park Academy can be proud of.”

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A Month of International Women’s Day Celebrations

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Schools across Wellspring have been celebrating the achievements and contributions of women throughout this month, as part of International Women’s Day.

Last week, students at Trent View College were treated to empowering talks from three exceptional women. Bev Chesman, a dedicated school nurse and avid runner, showcased her impressive collection of over 60 running event medals while sharing insights into her dual passions of nursing and running. Karen Gray, an advocate and role model for young people with learning difficulties, shared her life journey as a person with learning difficulties finding employment with Tesco.  Kayleigh McDonald, who embarked on a remarkable career journey by joining the Army at 17 and serving in conflict zones like Iraq and Afghanistan, also shared her experiences as an ambulance technician, particularly her invaluable support during the Covid-19 pandemic. Currently, Kayleigh serves as a Patient and Family Liaison Officer for Notts and Lincs Air Ambulance.

At both Oakhill Primary and The Forest Academy in Barnsley, girls took part in the Let Girls Play scheme – an initiative aimed at encouraging girls to play football. Children from across the schools were invited to come to school dressed in their sports kit, and the girls took part in special activities. 

The budding footballers were joined by a special visitor at The Forest Academy – local MP and shadow sports minister Stephanie Peacock. Stephanie enthusiastically joined in with the day, stating she was “pleased to visit Forest Academy…to join their #LetGirlsPlay event’ and it was “great to hear about the activities in and outside of school to encourage girls to play football and take part in sport.”

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Mastering the Basics: Elevating Spelling, Punctuation, and Grammar in Primary and Secondary Education

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By Mia Sneyd

Strong language skills are the foundation of effective communication, and mastering spelling, punctuation, and grammar is crucial for pupils to transition onto their next steps in education and beyond. The EEF outlined its recommendation for improving literacy, and in both the primary and secondary recommendations it states: “Teaching spelling, grammar and punctuation explicitly can improve students’ writing, particularly when focused on meaning”. Yet where pupils struggle to grasp SPaG, writing fluency and accuracy suffer. So, how can we embed SPaG teaching into our lessons?

 

Engaging Learning Activities for Primary Schools:

In primary , it’s essential to make learning language skills enjoyable and interactive. Utilise games, puzzles, and interactive activities that not only teach spelling, punctuation, and grammar rules but also encourage creativity. Spelling bees, word-building games, and storytelling sessions can ignite young minds while reinforcing language fundamentals.

Visual Aids and Mnemonics:

Primary pupils often benefit from visual aids and mnemonics. Incorporating colourful charts, posters, and mnemonic rhymes to help them remember spelling rules, punctuation marks, and grammatical concepts is useful. These visual aids create a memorable learning experience and serve as handy references in the classroom.

Personalised Feedback and Positive Reinforcement:

Provide personalised feedback on written work, highlighting areas for improvement in spelling, punctuation, and grammar. Positive reinforcement, such as praising correct usage or improvement, boosts pupils’ confidence and encourages them to actively participate in language-related activities. Be sure to check your school’s policy on feedback to check that your strategies are aligned with whole school approaches.

Interactive Digital Tools for Secondary Schools:

As students progress to secondary education, integrating technology becomes crucial. Digital tools like Grammarly, Hemingway Editor, and interactive grammar apps allow students to receive instant feedback on their writing, helping them refine their language skills independently.

Peer Review and Collaborative Learning:

Foster a culture of peer review and collaborative learning in upper secondary schools. Encourage students to exchange and critique each other’s written work. This not only sharpens their spelling, punctuation, and grammar skills but also promotes a collaborative approach to language improvement.

Incorporate Real-World Examples:

Relate language skills to real-world examples to show students the practical application of spelling, punctuation, and grammar. Analyse newspaper articles, blogs, or professional writing samples to demonstrate how effective language usage contributes to clear and impactful communication.

Grammar Workshops and Writing Clinics:

Conduct regular grammar workshops and writing clinics to address specific challenges pupils may face. These sessions can provide targeted support on common errors, allowing pupils to refine their skills.

By implementing a combination of engaging activities, visual aids, technology integration, collaborative learning, and real-world applications, we can create an environment that nurtures strong spelling, punctuation, and grammar skills. Investing in these language skills not only equips pupils for academic success but also prepares them for effective communication in their future lives. To master the language basics, we empower pupils to express themselves clearly and confidently, setting the stage for a lifetime of effective communication.

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Ebor Gardens Volunteers Create Outdoor Oasis

Staff at Ebor Gardens Primary in Leeds pulled on their wellies and gloves and gave up their own time to transform a run down area of the school grounds into a green oasis perfect for outdoor learning.

Nestled within the grounds of Ebor Gardens is Dylan’s Wood, a small wooded area named in memory of a former pupil. It had fallen into disrepair over time and staff and students were unable to use it.  Recognising the importance of outdoor education in a city location where green spaces are scarce, staff members at Ebor Gardens stepped up to the challenge of breathing new life into this neglected area.

A passionate team of staff, along with some family members, rolled up their sleeves and embarked on a day-long mission to transform Dylan’s Wood. With a combination of expertise, creativity, and sheer determination, the wooded area underwent a remarkable makeover. What was once an unused space has now been transformed into a vibrant learning environment complete with digging areas, seated spaces, teepee dens, planters crafted from recycled wood, a bug high-rise hotel, and a den-building corner.

Lee Spink. Vice Principal at Ebor Gardens, said: “The commitment and dedication of the staff who volunteered their own time to deliver this woodland makeover will make a huge difference to the learning experience for our pupils. They worked together brilliantly and demonstrated their dedication to the children of Ebor Gardens.  Many of them do not have the luxury of gardens or green spaces. The great outdoors provides a unique and enriching environment that fosters holistic development, creativity, and a deeper understanding of the world around us, and it’s important that we can provide that in school.

“This is just the beginning of an exciting journey at Ebor Gardens as further grants and opportunities are in the making to develop our wood further. We can’t wait to see this come to fruition – so watch this space!”

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Baking A Difference! Wellspring Takes Catering In-house

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After months of careful planning and a successful trial, Wellspring has taken the strategic decision to move its school catering services in-house.

The move reflects the Trust’s commitment to both staff and students. For students, the new service promises greater quality and choice, whereas staff will benefit from greater support and increased training and career development opportunities.

After completing a successful pilot at The Forest School in Knaresborough, North Yorkshire, Wellspring has begun the process of moving its other schools’ catering services over. So far, 21 out of Wellspring’s 31-strong school community now enjoy in-house arrangements. The move enables Wellspring to have greater control over menu planning, ingredient sourcing and meal preparation. 

Clare Stevens, Director of Operations at Wellspring, said: “This is a significant shift in operations for our large, growing, multi-academy trust. Our catering offer varied widely in both quality and choice across our community of schools and we were keen to ensure that all our pupils could enjoy the same high quality, nutritious meals. It has taken significant investment, both in terms of equipment and staffing, but we all agree the benefits far outweigh the costs. 

“Many Wellspring schools operate in areas of high socio-economic deprivation and school dinners are incredibly important for their health and wellbeing. Having greater control over what we offer means we can be sure they are receiving the very best.

“It’s proving transformational for our catering teams too. The creativity and innovation that they are demonstrating is a joy to see – one team delivered a fantastic Egyptian-themed menu to support the school’s work on ancient Egypt. It was also wonderful to be able to welcome our catering staff into our Trust’s annual Festival of Learning training day for the very first time this month. Catering teams make such an important contribution to school life and it’s great that they are now Wellspring employees alongside their other school colleagues.”

The catering team at Springwell Leeds East celebrate being named ‘team of the week’

Josh Greaves, Deputy Chief Executive at Wellspring, added: “This initiative was born of our shared determination that every Wellspring child, wherever they are educated, should have access to a delicious and nutritious meal, every day.  This has been an enormous ask of the team yet they’ve risen to the challenge brilliantly. We envisaged a school meal offer that was of the highest quality across the Trust, offering variety, choice and supporting health and vitality. The team has delivered that and more. 

“The move to in-house is also allowing us to explore how we can be greener in our choices, looking at food waste and local suppliers. Our environmental credentials are something we take very seriously at Wellspring and food production is a clear area where we can have a positive impact. I’m excited to see how we can develop the service over the coming months and years.’

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Green Light for New Multi-million Pound School in Cleethorpes

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It’s all systems go for Beacon Academy’s new school after the scheme was granted planning permission this week.

Work will start shortly on the new cutting edge building, which will increase the popular school’s capacity from 625 to 750. The multi-million pound investment, which has been granted under the Department for Education’s school rebuilding programme, will provide a much improved learning environment for all.

The new building will be constructed on existing playing fields before the old buildings are demolished and new outdoor areas remodelled, meaning students will be able to stay in their classrooms throughout the build process.

Jason Thurley, Headteacher at Beacon Academy, said: “This is incredibly exciting news for everyone at Beacon. The new building will transform the school experience for our students and provide fantastic, state-of-the-art facilities to support their learning.

“The investment will also enable us to increase pupil numbers from 625 to 750. As the most oversubscribed school in North East Lincolnshire, this extra capacity is very much welcome. However, we will remain a smaller than average secondary school, enabling us to stay true to our ethos of being a school where all children are known and understood, valued and given opportunities to excel. 

“Thanks to careful design and planning, pupils will be able to continue their lessons in our existing school building throughout the construction without disruption. The new building is scheduled for completion in summer 2025, and will create a superb resource for the whole community. We can’t wait for the work to get started and see our new school start to take shape!”

Josh Greaves, Deputy CEO at Wellspring, added: “At Wellspring, we firmly believe that all children and young people have the right to learn in the highest quality, inspiring, engaging environments. Jason and the team have done amazing work in turning around Beacon’s fortunes from a school previously earmarked for closure, to now the area’s most popular. The Department for Education’s decision to invest in this rebuild and the school is testament to all that work. 

“More students than ever will be able to benefit from the supportive, child-focused approach that Beacon has become known for, and in a building that can provide the resources and opportunities that all children deserve. This is a transformational project for the local community and one that the Wellspring team are thoroughly looking forward to working on.” 

Work is expected to be complete in summer 2025.

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New Guidance on Improving Primary Science: What Can Primary Schools Learn From It?

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By Dr Waheed Khan

In spring 2021 and 2023, the DfE published the findings of two Ofsted Research Reviews on the teaching of science which established the ‘conception of subject quality’ through an evidence-based approach. The main findings of the Ofsted review were:

‘A high-quality science education is rooted in an authentic understanding of what science is.

‘A high-quality science curriculum prioritises pupils building knowledge of key concepts in a meaningful way that reflects how knowledge is organised in the scientific disciplines.

‘…science curriculums should be planned to take account of the function of knowledge in relation to future learning.’

In autumn 2023 the Education Endowment Foundation published new guidance on Improving Primary Science that built on Ofsted Research Review notions. The belief is that high-quality primary science teaching builds pupils’ curiosity and critical thinking, helping them to build a coherent understanding of the world around them. It’s also crucial for social mobility, by opening children’s minds to the opportunities they could pursue in later life.

The report suggests six practical recommendations, about how to make meaningful improvements to primary science teaching. So what are the six practical recommendations and how can primary science leads implement them?

The six recommendations to make improvements to existing science provision are:

  1. Develop pupils’ scientific vocabulary,
  2. Encourage pupils to explain their thinking, whether verbally or in written form,
  3. Guide pupils to work scientifically,
  4. Relate new learning to relevant, real-world contexts,
  5. Use assessment to support learning and responsive teaching,
  6. Strengthen science teaching through effective professional development as part of an implementation process.

The effect of vocabulary gaps on pupil learning is already known particularly in reading and comprehension, with research available to support teaching vocabulary in tiers. The EEF recommendation for improving teaching in primary science is rooted in this research, suggesting that teachers focus on teaching not only tier 2 and tier 3 vocabulary words but also on polysemous words, i.e. ‘words that have an everyday meaning and a scientific meaning’. This is crucial given that many scientific words are abstract and may also have dual meanings. The report also recommends that pupils are taught these words in context therefore allowing pupils to not only know the words but use them accurately and in context.

What our Trust schools can learn from the EEF report is to seize opportunities to improve the use of scientific vocabulary teaching of science, in particular polysemous words, i.e. ‘words that have an everyday meaning and a scientific meaning’. This focus may well become a feature on your school’s action plan and as a science network we’ll try to suggest ways that you might address it. The link for the EEF Improving Primary Science is here

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