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Elizabeth Hudson

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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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Insights and Inspiration at Wellspring’s Fifth Festival of Learning

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Earlier this month, on Friday 9th February, Wellspring’s thriving community of 2041 colleagues came together online for the Trust’s fifth annual Festival of Learning. This eagerly anticipated event, meticulously crafted to ignite inspiration, foster collaboration, and enhance skills across Wellspring, proved as impactful as ever.

The day began with a thought-provoking and inspiring keynote speech from Leeds Rhinos’ legend Jamie Jones-Buchanan MBE, who gave a fascinating insight into life at the top of professional sport. Jamie also discussed the importance of shared values and shared destinations, teamwork, wellbeing, and treating success and adversity just the same. 

71 different workshops were held throughout the course of the day, and participants delved into everything from behaviour management and subject-specific teaching techniques to stress management and mastering spreadsheets. Notably, this year marked a milestone as catering staff were also able to participate in the day for the very first time. As catering operations have now been moved in-house, school catering employees are now a direct part of the Wellspring workforce and able to benefit from the Trust’s commitment to professional development for all.

Attendees headed to social media to express how much they enjoyed the day, describing it as ‘an incredible learning experience’ and declaring that the ‘workshops were incredibly inspiring.’

Natalie Hardman, Chief Administration Officer at Wellspring, said: “Our Festival of Learning has become a real highlight in the Wellspring calendar, and something colleagues from across the Trust look forward to each year.

“Sharing knowledge and professional generosity is a key part of who we are at Wellspring. It was wonderful to see so many of our colleagues giving up their time and sharing their expertise to support others and ensure there really was something for everyone, whether based in our schools, or part of the central or estates teams.

“It takes a huge amount of hard work and commitment to successfully host an event of this size and scope, and I am very proud of the team who put so much effort into ensuring the day went off without a hitch. We’re now looking forward to next year!”

Springwell Leeds East Site

Exploring Musical Development: The Model Music Curriculum

By Lee Spink

Music has the power to transcend boundaries and connect people on a profound level. Recognising its importance, educators are embracing the DfE’s Model Music Curriculum (MMC) to guide students through a comprehensive musical journey. In this blog, we will delve into the significance of such a curriculum and how it plays a pivotal role in shaping well-rounded individuals with a deep appreciation for the art of sound.

The Model Music Curriculum is a structured framework designed to provide a well-rounded music education to students of all ages. It encompasses various elements, including music theory, history, performance, and composition. By blending these components, the curriculum aims to nurture not only skilled musicians but also individuals who can critically engage with and appreciate the diverse world of music.

  • Understanding Music Theory:

The MMC places a strong emphasis on developing a solid foundation in music theory. Students are introduced to the interrelated dimensions of music such as rhythm, harmony, melody, and form. This knowledge serves as the scaffolding upon which their musical skills will be built.

  • Exploring Musical History:

Delving into the rich tapestry of musical history, students gain insights into different genres, eras, and cultural influences. This historical context not only enhances their understanding of music but also fosters cultural awareness and appreciation.

  • Performance Excellence:

The MMC encourages active participation in musical performance. Whether through singing, playing an instrument, or engaging in ensemble activities, students are provided with ample opportunities to develop their skills and confidence in expressing themselves through music.

  • Fostering Creativity Through Composition:

An essential aspect of the MMC is the promotion of creativity through composition. Students are empowered to create their own music, exploring their unique voice and style. This not only nurtures their artistic expression but also instils a sense of ownership and pride in their musical endeavours.

Benefits of the Model Music Curriculum:

  • Holistic Development:

By incorporating theory, history, performance, and composition, the MMC ensures a holistic approach to musical education. Students are not only performers but also thinkers, creators, and appreciators of music.

  • Cultural Enrichment:

The curriculum’s focus on musical history and diversity introduces students to a wide range of cultural expressions. This exposure fosters a global perspective, encouraging students to appreciate the rich cultural heritage embedded in different musical traditions.

  • Transferable Skills:

Beyond the realm of music, the MMC cultivates transferable skills such as discipline, teamwork, and creativity. These skills are invaluable in various aspects of life, contributing to the overall development of well-rounded individuals.

  • Inclusivity and Accessibility:

The MMC is designed to be inclusive, catering to students with varying levels of musical experience and different learning styles. This ensures that every student has the opportunity to engage with and benefit from the curriculum.

Using Charanga to Support the MMC

If you are looking for a user-friendly solution to teaching music in your school, Charanga is an online platform that offers music education resources and tools for teachers, students, and parents in both primary and secondary schools. It is designed to support the teaching of music in schools and can be aligned with the Model Music Curriculum (MMC).

What does Charanga offer?

  • Comprehensive Curriculum:

Charanga provides a comprehensive music curriculum that aligns with national standards, making it a suitable resource for implementing the MMC. The platform covers various aspects of music education, including theory, history, performance, and composition.

  • Interactive Lessons and Activities:

The platform offers interactive lessons and activities that engage students in a variety of musical experiences. Charanga’s multimedia content, such as videos, interactive quizzes, and virtual instruments, can make learning more dynamic and enjoyable for students.

  • Differentiated Learning:

Charanga allows for differentiated learning experiences, catering to students with varying levels of musical proficiency. The platform provides resources and tools that can be adapted to meet the needs of individual learners, ensuring inclusivity in music education.

  • Assessment and Progress Tracking:

Charanga includes features for assessment and progress tracking. Teachers can use the platform to evaluate individual student performance, track their progress, and provide feedback. This aligns with the MMC’s goal of monitoring students’ development in various musical skills.

  • Integrated Technology Tools:

The platform incorporates technology tools that enhance music education. Charanga enables students to use digital instruments, compose music electronically, and engage in collaborative projects, aligning with the technological aspects emphasised in the MMC.

  • Incorporation of World Music:

Charanga includes a diverse range of musical genres, including world music. This aligns with the MMC’s emphasis on cultural enrichment and provides students with opportunities to explore and appreciate music from different parts of the world.

  • Professional Development for Teachers:

Charanga offers professional development resources for all teachers – specialist or not. This helps educators stay informed about the latest trends in music education, align their teaching practices with the MMC, and continuously improve their skills.

  • Accessibility and Inclusivity:

The platform is designed to be accessible and inclusive, catering to a wide range of learners. This aligns with the MMC’s commitment to providing a music education that is accessible to all students, regardless of their background or abilities.

  • Parental Involvement:

Charanga facilitates parental involvement in students’ music education. The platform provides resources and information that parents can use to support their children’s musical learning at home, fostering a collaborative approach to music education.

  • Community and Collaboration:

Charanga offers a community aspect where teachers can collaborate, share ideas, and access additional resources. This collaborative environment aligns with the MMC’s encouragement of teamwork and a supportive community within the music education space.

In summary, Charanga serves as a valuable tool for implementing the Model Music Curriculum by providing a comprehensive, interactive, and inclusive platform that supports teachers and engages students in diverse musical experiences.

 

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Igniting Creativity & Innovation: Design and Technology in the Primary Classroom

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By Charlotte Hughes

In today’s rapidly evolving society, fostering creativity and innovation in young minds has never been more crucial. In primary education, Design and Technology plays a transformative role in, inspiring young learners to become problem-solvers, critical thinkers, and future innovators.

‘Design and technology is an inspiring, rigorous and practical subject… Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.’  National Curriculum 2014

The Importance of Design and Technology in the Primary Classroom:

Design and Technology is not just about creating cool projects; it’s a holistic approach that encourages students to think critically, solve problems, and unleash their creative potential. Effectively integrating D&T into the primary school curriculum helps children develop essential skills that will serve them well in the ever-changing and developing world we live in today. Let’s look at four key areas we can develop within our planning and teaching of Design and Technology:

1. Problem-Solving Skills

Design and Technology projects provide opportunities for students to identify problems, brainstorm solutions, and bring their ideas to life. From designing a simple machine to solving real-world issues, primary school children learn to think critically and logically. Our aim in the primary classroom is to provide learners will the opportunity to analyse existing products and find their own solution by creating their own design, such as when making a bridge.

2. Unleashing Creativity

Design and Technology empowers students to express their creativity. Whether it’s crafting a unique piece of art or constructing a working model, D&T projects allow children to explore their imaginations and turn their ideas into reality. In the BLPP we achieve this through projects such as making moving Christmas decorations and picnic boxes as well as using electrical systems to design and make intruder alarms.

3. Making Cross-Curricular Connections

Design and Technology seamlessly integrates with other subjects, creating a multidisciplinary learning experience. Students apply mathematical concepts, scientific principles, and language skills while working on hands-on projects, reinforcing the interconnected nature of knowledge and understanding. We ensure that these links are relevant to the point of the curriculum in order to revisit and review learning and embed it within the context of Design and Technology.

4. Real-World Application

By engaging in practical, real-world projects, students understand the relevance of their learning. From building simple structures to coding basic programs, primary school children see how their skills can be applied beyond the classroom. We offer children the opportunity to design and make kites, bridges, moving vehicles and lights, all of which relate to items they are familiar with and can further explore.

Implementing Design and Technology in the Primary Classroom:

With a sound understanding of the importance of Design and Technology in the primary classroom, let’s explore effective ways to implement it in schools.

1. Project-Based Learning

Design and Technology thrive in a project-based learning environment. Teachers can introduce engaging, age-appropriate projects that encourage collaboration and independent thinking. Children can develop their knowledge and skills from an early age and develop this over time building on their knowledge and understanding in the following areas; mechanical systems, electrical systems, structures, textiles and food technology. Within the BLPP schools we do this over a 2-year cycle.

2. Access to Tools and Resources

Schools and classrooms need to be well equipped with the necessary tools and resources, ensuring that students have hands-on experiences. From basic crafting materials, kitchen resources to age-appropriate software, providing access to these resources is essential.

3. Industry Connections

We aim to foster connections with local industries and professionals in relevant fields. Guest speakers, trips, and partnerships with local businesses can provide students with insights into real-world applications of D&T. Our detailed plans ensure that there are links made to designers or producers of products such as James Dyson and Jamie Oliver.

4. Inclusive Learning

It is important that we ensure all of our learning is inclusive and in doing so we need to tailor Design and Technology projects to accommodate diverse learning styles and abilities. This ensures that every student has the opportunity to participate and succeed, fostering a sense of inclusivity within the classroom.

Conclusion:

Design and Technology in primary schools lays the foundation for a future generation of innovative thinkers and problem-solvers. By embracing the creativity and curiosity inherent in every child, we can ignite a passion for learning that extends far beyond the classroom walls. Let’s continue to nurture young minds, preparing them to meet the challenges of the future with confidence and inventiveness.

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The Importance of Number Sense

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By Joseph Kennedy-Ronan

Number sense is a critical aspect of mathematical fluency and understanding, encompassing an intuitive grasp of numbers and their relationships. It goes beyond rote memorisation of procedures and involves a deep comprehension of numerical concepts. Understanding numbers is like giving students a backstage pass to the maths concert. It’s not just about feeling confident with numbers; it’s about building a relationship with them. Number sense is the VIP ticket that lets students speak the language of Mathematics.

Developing this skill early on is like laying the foundation for a solid understanding of more complex concepts down the road. It’s a crucial developmental skill that acts as a compass in the mathematical journey, ensuring students navigate through the subject with clarity. Klein and Starkey (1988), prominent psychologists, observed that humans possess an innate sense of number from birth; however, a prevalent concern conveyed by educators is the challenge faced by their students in grasping number sense, prompting a collective aspiration to enhance this foundational skill among young learners.

Here’s how number sense impacts mathematical fluency and ways learners can develop it:

  1. Understanding of Numbers, Symbols, Meanings, and Vocabulary: Students with strong number sense not only recognise numerals but also understand their meanings and the symbols used to represent them. This foundational understanding includes a grasp of mathematical vocabulary.
  2. Awareness of the Relationship between Quantity and Numbers: Number sense involves an intuitive understanding of the relationship between the quantity of items and the corresponding numbers used to represent them. This awareness lays the groundwork for more advanced mathematical concepts.
  3. Visualisation and Comfortable Conversation about Numbers: Strong number sense enables students to visualise numbers in various contexts and converse comfortably about them. This visual and verbal proficiency contributes to a deeper conceptual understanding of numbers.
  4. Number Decomposition and Composition: Students with good number sense can break numbers down into smaller components and reassemble them in different ways. This flexibility in manipulating numbers reflects a deeper understanding of numerical relationships.
  5. Understanding Different Representations and Number Patterns: Number sense extends to recognising and understanding diverse representations of numbers, including number patterns and the identification of missing numbers. This skill involves a more abstract and generalised understanding of numerical concepts.
  6. Engagement in Systemic Counting and Mental Computation: Systemic counting involves understanding the structure and order of numbers, while mental computation reflects the ability to perform calculations mentally. Both skills are indicative of a strong number sense, showcasing flexibility and efficiency in mathematical thinking.
  7. Competence with Mathematical Operations: Beyond basic arithmetic, students with strong number sense exhibit competence in mathematical operations. They understand the relationships between addition, subtraction, multiplication, and division, allowing for a more comprehensive understanding of numerical operations.
  8. Application of Math to Real-World Problems: Perhaps one of the most crucial aspects, strong number sense empowers students to apply mathematical concepts to real-world problems. This ability to relate math to daily life experiences enhances the practicality and relevance of mathematical learning.

Strategies to Develop Number Sense:

  • Engage learners in manipulative activities using physical objects to represent numbers. This helps build a concrete understanding of numerical concepts.
  • Use visual aids like number lines, charts, and diagrams to represent mathematical relationships. Visualising numbers helps learners internalise abstract concepts.
  • Present learners with open-ended, real-world problems that require critical thinking and application of mathematical concepts. This encourages them to think beyond procedural approaches.
  • Incorporate math games and puzzles that involve number manipulation. Games make learning enjoyable and provide a context for applying number sense.
  • Conduct short, daily number talks to encourage discussions about numbers, patterns, and strategies. This helps learners articulate their mathematical thinking and learn from their peers.
  • Foster estimation skills by asking learners to estimate quantities before solving problems. This helps develop a sense of the magnitude of numbers.
  • Encourage learners to reflect on their problem-solving strategies. This metacognitive approach helps them understand their thinking processes and refine their approaches over time.

By focusing on these strategies, educators can nurture learners’ number sense, fostering a deep and meaningful understanding of mathematics that goes beyond memorisation and promotes true mastery of the subject. Bear in mind, dear educators, that the magic of number sense isn’t an overnight enchantment; it’s more of a slow-cooked stew that simmers and gets richer over time. So, sprinkle some math fairy dust by offering young minds ample chances to understand numbers.

Counting isn’t just a chore; it’s a treasure hunt, and the more treasures (numbers) students discover, the merrier their mathematical adventure becomes. Why start this number sense quest early, you ask? Well, it’s like crafting a sturdy castle with a rock-solid foundation. Get those architects working on their number sense, and you’re essentially giving them the blueprint for tackling mind-boggling math challenges in the future. It’s about turning these budding Mathematicians into problem-solving wizards. So, let’s nurture that number sense, to unleash a legion of Maths maestros ready to conquer whatever challenges the numeric universe throws their way!

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£1.3m Investment Boosts School Experience For Barnsley Students

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Students who attend Springwell Learning Community’s Kendray site are set to benefit from a transformed learning environment when they head back to their classrooms this week.

Springwell Learning Community comprises both Springwell Special Academy, for pupils with social, emotional and mental health difficulties, and Springwell Alternative Academy, for pupils excluded from mainstream settings. It operates a number of satellite settings around Barnsley, including the site at Kendray.

Funding of £1.3m was provided by Barnsley Council for a full refurbishment of the site, including the introduction of a new food technology room and multi-purpose design technology space. The building has also been remodelled, with several walls removed and replaced, and works including replacement of windows, doors, ceilings and flooring. Energy saving systems such as solar panels and a low carbon heat system have also been installed.

Sarah Wilson, Executive Principal at Springwell Learning Community, said: “We’re all incredibly excited to welcome students back to the much-improved Kendray site. The new building will be transformational for both students and staff, and provides the high quality teaching environment that every child deserves. 

“The refurbishment also enables us to provide 16 additional special school places, which means more students can access specialist provision closer to their homes. We’re really looking forward to seeing the new facilities being used.”

Shaun Kiernan, Director of Capital and IT at Wellspring Academy Trust, which Springwell Learning Community is part of, added: “At Wellspring, we firmly believe that all children are entitled to high quality, engaging, vibrant spaces in which to learn. The quality of school environments matters, and it has a real, tangible impact on the outcomes for children. Thanks to funding from BMBC, students at Springwell Learning Community’s Kendray site will benefit from a transformed building that is fit for purpose and can meet their needs. The whole team, including Triton Construction, Gate & Bar Ltd and LHL Group, have done an excellent job on this project and their work really will make a difference.”

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Outstanding First-time Result for Springwell Spalding

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Staff and students at a Spalding school are celebrating after being rated Outstanding by inspectors in their first Ofsted inspection.

In the Ofsted report, released on 10th November, Springwell Spalding Alternative Academy was praised for its deep understanding of its pupils and ability to get the very best from them. The school opened in 2019 and caters for pupils who have been, or are at risk of being, excluded from mainstream school.

Inspectors reported that: “Staff at Springwell Alternative Academy make a difference to pupils’ lives. Pupils receive care, guidance and support in a warm and nurturing environment. Pupils who attend this school often have difficult previous school experiences, or have significant challenges in their lives. Staff understand this and have created a positive, supportive environment where pupils do well. There are kind, professional relationships between staff and pupils.”

They also highlighted the quality of the curriculum and teaching, stating: “The curriculum is carefully considered so that all pupils can maximise their learning whether they are at the school for a short period of time or longer… Pupils rapidly broaden their knowledge during their time here. The vast majority of pupils successfully reintegrate into a mainstream school or move on to suitable specialist provision. Year 11 pupils follow a highly personalised curriculum, which is broad and ambitious.”

The way Springwell Spalding engages pupils was also commended with inspectors reporting that: “Pupils enjoy attending this school. They value the opportunity to gain an education and benefit from the rich experiences offered to them, for example visiting authors, cooking meals to enjoy together and taking part in adventurous outdoor activities.”

Lisa Ashcroft-Day, Executive Principal at Springwell Spalding, said: “Since opening in 2019, the Springwell Spalding team has worked tirelessly to create something exceptional for our pupils and community. We’re incredibly proud to now have that recognised externally in this fantastic first Ofsted report.

“Our students often have had difficult experiences with education and we work hard to ensure that we turn that around when they come to us. We focus on developing a deep understanding of each student and giving them the support and compassion they need to thrive. We’re particularly proud that inspectors underlined our ‘positive regard for all’ approach and our high ambitions for our students. We want all our young people to have the skills and resources to move on to productive, successful lives and we’ll continue to work hard to make that happen.”

Mark Wilson, CEO at Wellspring Academy Trust, added: “Lisa and the team at Springwell Spalding have created something truly special. The school is warm, supportive, highly effective and provides its young people with the foundations they need for success. Inspectors were absolutely right to state that staff ‘make a difference to pupils’ lives.’ The Springwell Spalding team are changing lives every day and we’re all very proud to have them as part of the Wellspring community.”

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