Lewes New School Blog

NEW SCHOOL THINKING CONFERENCE Friday 16^th October

Last Friday, the Cambridge Primary Review was grabbing the headlines with claims that formal education should wait until the child is 6 and SATs should be stopped. Meanwhile, a small school in East Sussex, which already practices these recommendations, was hosting a conference on innovative practice in primary school education.

 

The inaugural New School Thinking conference was held at Lewes New School to bring lecturers & researchers together with parents, teachers and heads in primary schools so they could share their teaching experience and understanding and be a part of a growing community that believes a change in primary school education may only come from the grass roots. Indeed, the Government’s swift and dismissive response to the Cambridge Review only confirms the need for such a venture.

 

On the Friday a total of 45 delegates arrived at Lewes New School from across the country. Lizzie Overton, the school head, welcomed the delegates and introduced the conference chair, Professor Ivor Goodson of Brighton University. He started by commenting on the CPR and how key aspects of the review highlighted many of the existing practices already at work within many schools represented by delegates at the conference. He went on to discuss some of the different systems being played out in countries across Europe. He set the tone for the conference by stating that schools with more autonomy and flexible curriculums received a much higher PISA rating (Programme for International Student Assessment) than the test dominated, rigid and centrally controlled schools found in the UK and Ireland.  Professor Goodson went onto introduce the keynote speaker Professor Bill Lucas from the Real Life Learning Centre at the University of Winchester.

 

For almost an hour Professor Bill Lucas entertained and enlightened the delegates with his research, experience and theory on new kinds of learning and teaching, backed up by what the research says. His message was clear; teaching children how to learn was the key component to a successful learning environment. That it is not what we teach our children that is vital but the ways in which they can learn. And there is no single method. Indeed, he likened the numerous approaches to learning (lecture based, text based, enquiry based, technology enhanced, teaching organized around individuals versus co-operative groups, etc.) like the tools in a toolbox – each has its merits and that teachers would do their pupils a disservice if they stuck to just one approach.

 

Following on from that the delegates split into three themed workshops; teacher vs learner, group vs individual & freedom vs rigour. The details of the discussion in these groups will be posted on the newschoolthinking.com website shortly. Within each group, a presentation was made either illustrating an example of a particular approach to teaching or offering a viewpoint with which to kick-off a discussion.

 

Before lunch was taken, the conference reconvened to give every delegate a flavour of what had been discussed across the various groups.

 

In the afternoon, the conference was treated to an unforgettable workshop guided by Jeremy Stockwell, a leading consultant in the art of communication. Having worked with leading politicians and business leaders throughout the world, Jeremy was able to enlighten the conference with his skill and perception in a thoroughly entertaining and physically active series of activities. His work gave delegates insights into learning and communication which nearly all found to be challenging and inspiring.

 

The morning’s three workshops were re-visited, with each delegate being given the opportunity to describe what they were able to take away from the conference. The overwhelming feeling was that a real community had been formed by the day’s events. What had started out as a collection of disparate educationalists with commonly held values had become an actual group of people intent on keeping in touch for the purpose of supporting each other and sharing ideas and practices. If there is going to be a change in primary school education, the academics, teachers and parents at the conference know that they will be that change.

 

 

Well here goes my very first Friday letter! This half term

has of course been full of firsts for me. My first day at the

Lewes New School, my first quiet time, my first slice of

Alex’s lemon drizzle cake… I could go on.  One of the

biggest and most exciting ‘firsts’ for me, though, has been

my journeying into what could be described as an

‘emergent’ curriculum.

 

Up until now, my role as teacher has involved to varying

degrees deciding and ‘planning’ in advance the

curriculum for children. However, at the Lewes New

School the children do a lot of what used to be my job –

rather than the stimulus for new topics or projects

coming from the teacher, the children’s interests initiate

and guide learning as we go.  This, apart from meaning

less paper work for me, means in turn they are - perhaps

ironically - more motivated and engaged (what Stephanie

might call a ‘win-win’ I think). This makes things more

exciting for everyone, as no one knows where things are

going to end up – there is genuinely no predetermined

product or outcome in mind at the start of a project.

Instead of practically dancing on my head to engage

children in handpicked topics, I am now in a position to

offer children the freedom to follow their natural

curiosity and discover the world for themselves.

 

It was interesting to me to hear the topic of ‘pupil voice’

being raised in snippets of conversations at last Friday’s

conference. Whilst this is not an unfamiliar subject to me

and even though I have only been here a matter of weeks,

it seemed rather strange to me to hear familiar

conversations replayed. Here of course the children’s

voice is so embedded in what we do, we do not give it a

special name or have separate discussions about how we

can involve them, almost as an afterthought.

 

For me, it’s the trust expressed here in children that

makes this such a special school; trust that they will be

naturally curious about the world in which we live; trust

that they can ask their own questions and trust that they

will have their own ideas about how to communicate

their discoveries. I am looking forward to my next

adventures in Class 2 as I wait to see where they will lead

me!

 

Clare (Teacher, Class 2)

Today we released the video of Changes as recorded by Lewes New School. Only pupils from the school sand and played the instruments, except Herbie Flowers. He played the bass, as he did on Bowie’s original recording back in 1972. Coincidentally, he is also a grandfather of two boys at the school! The track was recorded to promote the New School Thinking conference that we’re hosting in October. As a parent at the school, it is incredibly moving to see my own kids being a part of something so wonderful.

Do check it out:

I might be speaking too soon, but it feels like summer has finally arrived here in Lewes after a lengthy spell of wet and cloudy weather. You can see the relief on people’s faces when the sky finally clears and the sun breaks through. What better time to indulge in what our inner nature most desires, gazing at the stars on a clear summer’s night, keeping campfires burning, tending to simple tasks, stuff that the soul yearns for. Both children and teachers are blessed to be spending a few days at school camp next week, and I for one can’t wait!

Almost everyone can recall a favourite trip or outdoor moment from his or her childhood, but did you really know the lasting effect that the experience had on you? In today’s busy world, few people find time to truly commune with nature and reap the rewards. Our school camp reminds us of what you can receive for paying nature a visit. Our stress levels significantly decrease in nature, without all the worries and complications of everyday life, nature allows us to clear our minds and relax.

There are numerous advantages to our school camp experience, camp can help children to be aware of their surroundings and so they become more acutely aware of what is taking place around them. It teaches the children basic survival skills, it aids a deeper understanding of nature and the earth itself, its importance and how to take care of it. The children will learn a great deal about themselves while at camp. Teamwork and individual skills are developed through games; shelter building; tool skills; lighting fires, the list is endless. Each activity encourages intra and inter personal skills, as well as practical and intellectual skills.

Last year I saw first hand how being close to nature enriches the children’s lives. Seeing our children gain in confidence, overcome fears, work positively with their friends, and come to terms with themselves and their abilities is a truly satisfying experience.

Lorraine (Class 3 teacher)

Over the last week or two, Colin has been teaching the teachers and TAs how to throw pots. In the midst of a particularly busy time, it felt like something of a luxury to roll up our sleeves and make a lot of mess. On one level, of course, we were working to acquire skills that we could pass on to the children. But it had the additional benefit of providing a few hours of blissful preoccupation with a manual task that left no space for thoughts of any other kind.

I’m coming to realise that (apart from between about 8.55 and 9.10 in the mornings) there is no such thing as a quiet time at Lewes New School. This half term like all others has been jam packed with interactions and events that have kept us all buzzing. Thank heavens for the coming half term break, which hopefully brings the possibility of slowing down, catching up and gathering all that we need to embark on the final chapter of our current school year.

I’m feeling rather proud of the pot I made and really motivated to spend more time working on it. I’m usually keen to get away at the end of a half term but on this occasion I’m even fantasising about sneaking back in to school when you’ve all gone home to see if I can get that clay spinning like we were taught last week. I’ve always wanted to master the art of throwing the perfect pot. And now that I know that I might at the same time learn to master the art of clearing my mind, I’m more inspired than ever!

Lizzie

Recently I have been participating in the interview procedures for new teachers at Lewes New School and it has been wonderful to meet lots of teachers all wanting to become a part of our community. I think that there is always an initial fear about a lovely and respected teacher leaving, but I have come to recognise the value in having new teachers joining our school and working alongside those who were part of the school almost from the very beginning and those who joined along the way.

The danger in any community which is held together by an ideology or belief is that it is easy to become fixed and dogmatic; being fallible human beings we have a propensity to seek out evidence which supports our beliefs and dismiss that which doesn’t. Having new teachers coming in to the school keeps us on our toes and helps to prevent that from happening.

It seems to me to be very healthy to have new members on the team who may do things a little differently, or challenge some of our ideas - whilst at the same time supporting and believing in our ethos. This led me to thinking about what the key principles are that hold us together; the qualities which would be instantly recognizable to those who share them, but which do not straightjacket us into only one way of thinking, or one set of opinions. I came up with authenticity and respect – anybody else like to have a go?

Over the past couple of weeks, in the process of meeting lots of teachers from other schools, I have felt very proud of what we have achieved at our school and I am aware more than ever before of what we have to offer any teacher seeking to join us. But I am also excited by what they have to offer us from their very different backgrounds and experiences.

The other way in which we can achieve that balance between stability and growth is in embracing the value in teachers leaving us for a while to learn and grow through new experiences, and then returning and sharing it with us. Aforementioned lovely and respected teacher: hurry back!

Stephanie [PET/TET] facilitator

Like the best of parties, our recruitment day last week was lots of work but also lots of fun. Thanks to the efforts of all involved it ran like clockwork and gave parents, governors, trustees, staff and children opportunities to get beneath the skin of the teachers who are keen to work in our school. It was interesting to notice how our judgements varied according to our different experiences and fascinating to watch how these were shared at the end of the day when we attempted to reach agreement on who to shortlist for interview.

The feedback from candidates has been good. They were both amused and lightened by the ‘speed-
dating’ activity that broke the ice at the beginning of the day. They, like us, had fun walking around with clipboards and a licence to record whatever observations they judged to be significant. They
were refreshed by the common sense of Stephanie’s ‘Respectful Communication’ taster session and
nourished by the deliciousness of Alex’s springtime pea soup and home made bread. Many are curious now to come to our conference in the autumn (whether they are appointed or not) in order to continue their link with the school.

The whole day was a bit like organising a party. We invited more people than we could possibly accommodate. We felt anxious when one or two (who we were banking on to be at the ‘heart and soul’) pulled out at the last minute. But in the end it worked out fine. Like with all good parties, we had a clear sense as it drew to a close of who were the friends we really liked. Now that the party’s over, we’re busy with the final stages of scrutinising whether these are also the people who really have what it takes to thrive as teachers in our community.

Watch this space - we’ll keep you posted!

Lizzie

Neither Eartha (aged 5), nor I (aged 46), can remember a more beautiful Spring in the whole of our lifetimes. We have talked of nothing else on our journeys to school this week. Charmed by lambs skipping in the fields and mesmerised by the ever-changing subtleties of blue and green, we arrive at school feeling joyful in what (for me) feels like something of an old-fashioned kind of way.

The academic year is well designed in the way that it allows us to enter the ‘home straight’ at such an uplifting time of year.  This final term, where Year 6’s complete their primary schooling, and where teachers and TAs bring other children successfully to the end of the year’s cycle, is one that requires great energy and huge commitment from all involved.

With all this springtime energy in mind it seems fitting that the start of our final term has been marked with the welcoming of new families (with their children Isobel, Archie, Lily, Kitty and Finn) and a new chef (Alex Moran) all of whom have brought injections of fresh energy and promise to our small community.

At a time of so much talk about decline and austerity, I find it comforting to notice that our school’s current experience would seem to be more characterised by expansion and growth.
Lizzie

Parent skills

I am running two Communication Skills for Parents courses next term on Thursdays. There will be a morning [9.30–11.30] and an evening course [6.30-8.30]. They will run over ten weeks, with the first sessions on Thursday April 23rd.

Please take an information sheet from the office and sign up to reserve your place.

Next Wednesday morning (25th March) I am giving a presentation about the course at 9.30am in the Quiet Room. So, if you want to hear more about the course please come along - especially those of you who are newer to the school and would like to find out how this fits in with the school’s ethos. Hope to see you there! Stephanie (Aileen)

Good News!

One hope shared by founders of the Lewes New School was that it would be an integral, valuable, and dynamic part of the local community, as available as possible to as many families as possible, whatever their financial status. To carry this hope forward, we are putting the finishing touches to the first phase of a bursary scheme, which, in its opening year, will offer 5 assisted places for eligible families joining with children in years 3-6.

We also appreciate the loyalty of families already committed to the school, for whom in the present economic climate things can be really tough, so we will also be launching a fund to help eligible families in times of financial difficulty.

Application forms for both funds, along with details of how they work, will be available from the beginning of next term, with the first awards from the bursary panel taking effect from September 2009.

Our special thanks go to the Guerrand Hermes Foundation, whose extremely generous support has greatly strengthened this exciting new scheme.

Dancers in search of a title

Next Friday, in an endeavour to wring every minute out of this term, there will be two performances of a dance, devised by the children of classes 2 & 3 with some of the older children in class 1 and working
with their teachers and Amanda Banks.

The children in class 2 and I have been on a variety of thought provoking trips throughout the year. Watching the children’s ideas take shape through meaningful experiences has, in turn, helped me to reflect upon and question my own learning. As a result I’ve decided that now is the time for me to take a short, well actually a rather long, trip of my own.

Lizzie, the Governors and the Trustees have kindly agreed to allow me to take a year of unpaid leave starting in September 2009, to travel far and wide and, of course, to return! As well as deepening my own understanding of countries such as India, Vietnam and South America, it is my intention to teach in
an early years setting in New Zealand. Working Visas, as they are in New Zealand, demand that I take this opportunity of a lifetime before the grand old age of 30. So, my partner Paul and I have come to the
conclusion that we must both bite the bullet while we still can. I hope to bring back and share with the school a wealth of new experiences in September 2010.

So, this is not a goodbye but rather an au revoir. I would like to thank all of the parents, Governors, Trustees, and especially Lizzie who have been extremely supportive of my intentions.

Jessie (Class 2 teacher)