Slides from Fulbridge Academy's session at our 5th Annual Conference

1. Edale Residential

2. The Fulbridge
Academy
@fulbridgeschool
(Twitter and link to Facebook Page)
Ben Erskine
Just Great Teaching
School to School Support
@justgreatteach
(Twitter and link to Blog)
!
Iain Erskine
@IMErskine54
(Twitter and link to Blog)
!
National School of
Creativity
!
www.fulbridgeacademy.co.uk

3. Agenda
Context of The Fulbridge Academy
Our Curriculum Approach
Life Beyond Levels
The Environment
Leadership
The New Primary Curriculum and CPRT
Our Aspirations for the Future

4. From Special Measures to Outstanding
In 2001 the former Junior school was placed in
Special Measures
In 2004 we became a primary school
In 2008 we were assessed and gained the status of
a National School of Creativity
In March 2012 the primary school was
judged as ‘Outstanding’ in all 5 Ofsted
judgment areas under the then new
Ofsted Framework.
In March 2013 we became an Academy

5. “BeautifulEnvironments Make Beautiful
People” (Bill Strickland)

6. Our Context…
in an Area of High Deprivation
From Special Measures to Outstanding
From 50-60% L4+ to 80-90% L4+
From Infant and Junior to Primary Academy
From 4 nationalities to over 30
From Pre-National Curriculum to a bespoke
Creative Curriculum
From Levels and APP to a Life Beyond ABC
From Autocratic to Democratic Leadership

7. Raise-on-Line
Context:
80th percentile:
Number on role
%age of children eligible for FSM
%age of pupils from minority ethnic groups
%age of pupils first language not believd to be
English
%age of pupils supported at school action
School deprivation indicator

8. Raise-on-Line
Strengths: Value added
all groups of
children.
All above the
National Average
2014
100% of children
made 2 Levels
progress
Fulbridge National
FSM 102 99.8
LAC 102 100
SEN 103 100.1
EAL 103 101

9. Our Curriculum
8 Domains CPRT
7 Priorities
Vision and Aims

10. Our Curriculum
Vision and Aims
!
Our curriculum must serve:
The Individual:
by ensuring well-being, engagement, empowerment and autonomy.
!
The Wider World:
by encouraging respect and reciprocity
by promoting interdependence and sustainability
by empowering local, national and global citizenshi
by celebrating culture and community
!
Children’s Learning:
through exploration, knowing, understanding and making sense
through fostering skill
through exciting imagination
through enacting dialogue

11. Cambridge Primary Review Trust
Alliance School
The Cambridge Primary Review Trust (CPRT) is the successor to
the Cambridge Primary Review
!
CPRT was established in December 2012 with the aim of
consolidating and building on CPR’s evidence, findings and
principles.
!
Since April 2013 CPRT has received sponsorship from Pearson
Education.
!
CPRT is working with Pearson to develop jointly-branded support
materials and services for schools.

12. Our Curriculum
7 Priorities
!
Aims
Assessment
Community
Curriculum
Equity
Pedagogy
Voice
8 Domains
!
Arts and Creativity
Citizenship and Ethics
Faith and Belief
Language, Oracy and Literacy
Mathematics
Physical and Emotional Health
Place and Time
Science and Technology

13. Our Curriculum
New Primary CPRT
Curriculum
Beyond ABC
Planning and Nursery - Yr6
Teaching

14. What have we done?
Linked The New Primary Curriculum to the 8
Domains
Arranged the Developmental Matters Statements
to the 8 Domains
Linked the Primary Curriculum to our topics/
themes

15. 8 Domains linked to The New Primary
Curriculum

16. 8 Domains linked to The New Primary
Curriculum

17. What next?
Change the Early Years age bands to years
rather than months - to fit with the rest of the
curriculum
Look at how the beginning of the KS3 curriculum
fits in with the 8 Domains

18. Our Curriculum
New Primary CPRT
Curriculum
Beyond ABC
Planning and Nursery - Yr6
Teaching

19. Why No Levels
Parents don’t understand
Link between KS1 and KS2
Foundation/KS1 mismatch
Referring to children as a level

20. Fits our Curriculum Approach
CPRT
Bespoke
Integrating the New Primary Curriculum
EYFS - National Curriculum
Creating something original and of value
Assess what we teach
Assessing the whole child

21. Pearson - Assessment Beyond Levels
Sponsoring CPRT
Created the Assessment Beyond Levels course
Emphasis on formative, day to day assessment

22. Assessing our Curriculum
Language, Oracy and Literacy:
!
Reading (5 strands of assessment)
Accuracy
Fluency
Understanding
Analysis
Evaluation
!
Writing (5 strands of assessment)
Accuracy
Fluency
Generation
Analysis
Evaluation
!
Oracy (4 strands of assessment)
Accuracy & Fluency
Understanding
Analysis
Evaluation
!!
Mathematics
!
6 strands of assessment
!
Counting and Estimating
Drawing and Creating
Sharing and Calculating
Reading and Measuring
Patterns and Relationships
Sorting and Analysing
Science and Technology
!
4 strands of assessment
!
Design
Make
Evaluate
Technical/Scientific Knowledge
!
Arts and Creativity
!
Music
Art
Dance
Drama
Place and Time
!
Geography
History
Physical and Emotional Health
!
PE
Swimming
Citizenship and Ethics
!
Faith and Belief

23. Pupil Asset

24. Our Curriculum
New Primary CPRT
Curriculum
Beyond ABC
Planning and Nursery - Yr6
Teaching

25. Challenges
Challenges
Push themselves
End of Unit Outcomes
Success Steps to achieving

26. Mastery
Confidently achieving before moving on
Slowing the process down
Achieve every step
Applying knowledge and skills

27. Teachers are the most important ingredient!!
CHILDREN
LEARN
BETTER
WHEN
THEY
ARE
EXCITED
AND
ENGAGED
–
BUT
WHAT
EXCITES
AND
ENGAGES
THEM
BEST
IS
TRULY
EXCELLENT
TEACHING,
WHICH
CHALLENGES
THEM
AND
SHOWS
THEM
WHAT
THEY
CAN
DO.
WHEN
THERE
IS
JOY
IN
WHAT
THEY
ARE
DOING,
THEY
LEARN
TO
LOVE
LEARNING.

28. Teaching has the biggest influence on a
child's learning

29. Our Ingredients for Success
Rela=onships
High
Expecta=ons
Filling
the
Gap
The
Curriculum
Teacher
Knowledge
and
Outstanding
Teaching
and
Learning
The
School
Environment
Whole
School
Approach
APtude
of
mind
Assessment
Pupil
Voice
Evidence
based
Research

30. The Pupil Voice
Assessment
for
Learning
Planning
the
topic
–
medium
term
Staff
interviews
Ques=onnaires
Staff
Mee=ng
School
Council,
Mini
Crea=ve
Agents,
Language
Assistants,
House
Captains,
Digital
Experts,
Academy
Ambassadors,
Academy
Buddies,
Behaviour
Management

32. Creativity
Creativity
“The fact is that given the challenges we face, education doesn't
need to be reformed -- it needs to be transformed. The key to this
transformation is not to standardise education, but to
personalise it, to build achievement on discovering the individual
talents of each child, to put students in an environment where
they want to learn and where they can naturally discover their
true passions.”
“Creativity is as
important as
literacy”
― Ken Robinson

33. Creativity
Imagina=ve
ac=vity
fashioned
so
as
to
produce
outcomes
that
are
both
original
and
of
value.
A
Crea've
person:
Ques=ons
and
challenges
Makes
connec=ons
and
sees
rela=onships
Envisages
what
might
be
Explores
ideas,
keeping
op=ons
open

34. Creative Teaching
uses
innova=ve
approaches
to
teaching
and
curriculum
delivery
makes
cross-­‐curricular
and
wider
links
provides
exci=ng
and
memorable
lessons
that
encourage
an
open-­‐minded
and
ques=oning
aPtude
to
learning
and
knowledge
!
Leading
to:
interested,
excited
and
mo=vated
learners

35. Creative Thinkers with Life Skills
REASON, REFLECTIVE, RESPONSIBILITY,
RESOURCEFUL
Cooperation, Common Sense, Friendship,
Sense of Humour, Integrity, Caring,
Courage, Perseverance, Initiative,
Flexibility, Effort, Problem Solving,
Curiosity, Empathy, Respect, Risk Taking
and Organisation.

36. Creativity helps develop children into
great leaders and innovators.......

37. Creativity at the Heart of all we do!

38. The Journey Begins…
Filling the
gap
A place that
makes you long
for childhood!
Peterborough -
Our local area.
Physical and
emotional
engagement

39. Quality First Teaching
‘Good
teachers
make
a
difference,
outstanding
teachers
transform
lives.’
FiPng
planning
to
the
child
not
the
child
to
a
scheme
Bespoke
Maths
curriculum
English
based
around
topic
and
Alan
Peat
approach
All
wri=ng
and
reading
through
the
topic
(Group/Guided
Reading)
No
worksheets
or
text
books
No
booster
groups
SePng
Every
child
is
the
teacher’s
responsibility
and
they
cater
for
all
the
abili=es,
na=onali=es
etc
through
a
tailor
made
bespoke
curriculum
that
appeals
to
all
children

40. To plan our Creative Curriculum based on first
hand experiences we…
Decide upon the outcome – celebration etc
!
Select a starting point – experience or visit
!
Decide on a key school visit
!
Decide how you will get there – the learning experiences
!
Resulting in a curriculum that “engages children’s attention, excites
and empowers their thinking and advances their knowledge,
understanding and skill.” (From ‘The bottom line’ CPRT)

41. Year 6 Study the
World at War

42. Creating a Bespoke Curriculum
Opening… Truffle Moments… Celebration!

43. The Tudors

44. The Tudors

45. Tudors: Battle
of Bosworth

46. Egyptians

47. Egyptians

48. Crime

49. In My
Imagination

50. Time Machine

51. Time Machine

52. Time Machine

53. The World at
War

54. The World at
War

55. Ypres

56. Roald Dahl

57. Invaders and
Settlers

58. Harry Potter

59. Dr Seus

60. Creativity
Our
crea=vity
permeates
all
we
do:
The
way
teachers
plan
the
curriculum,
The
environment,
The
way
the
children
learn
and
The
way
we
lead
the
school
……

61. Leadership Journey ….
!
to
Autocratic
Done to
Compliance
Teaching
Direction
Feedback
Line-Management
Create
Dependency
!
!
Democratic
Done by
Commitment
Learning
Reflection
Dialogue
Coaching
Develop
Capacity

62. Leadership Principles
Transformational
!
Servant
!
Distributed

63. Leadership
Those at the top look down
and see only shit, whilst
those at the bottom look
up and only ass-holes.

64. Servant Leadership
Traditional leadership generally involves the accumulation and
exercise of power by one at the “top of the pyramid.”
The servant-leader shares power, puts the needs of others
first and helps people develop and perform at a high level.
Servant leadership builds better organisations and ultimately
creates a more just and caring world.
Servant leaders make sure that other people’s needs are
being served.

65. Servant Leadership……
Listens effectively to others.
!
Understand others’ feelings and perspectives.
!
Fosters each person’s emotional and spiritual health and wholeness.
!
Understands his or her own values and feelings, strengths and weaknesses.
!
Influences others through their persuasiveness.
!
Integrates present realities and future possibilities.
!
Understands how the past, present, and future are connected.
!
Holds an organisation’s resources in trust for the greater good.
!
Responsible for serving the need of others and creating a sense of community among people

66. Transformational Leadership
Leaders inspire followers with their vision for the future
!
All staff strive towards common agreed goals
!
Leaders show concern for staff individual needs
!
Leaders challenge staff to improve
!
High Performance Expectations: Leaders promote excellence
Leaders lead by example in the way they conduct themselves and live
their lives in the manner that they would like their followers to do

67. Distributed Leadership
Distributed Leadership is a leadership approach where
collaborative working is the focus, a bottom up more than
a top down model of working together. It works best in
an open culture of collaboration and trust. It is most
effective when staff see themselves as, and are allowed
to be genuine leaders in their area of expertise.
Distributed leadership develops the leadership capacity of
all staff resulting in improvements in teaching and
learning.

68. IT IS FOR SCHOOLS TO DETERMINE HOW THE CURRICULUM IS TAUGHT:
WE HAVE THE POWER TO SHAPE OUR CHILDREN’S LEARNING

69. Exam
System
Phonics Test Grammar Test
Restoring Discipline
Vocational Education
Academies
Free Schools
Appraisal
Performance Related Pay
New National Curriculum
Local Authority
Teaching School Alliances
Teacher
Training:
SCITT and
School
Direct
Pupil Premium
SEN
NLE’s, LLE’s SLE’s

70. “In England you are trying to do the wrong
thing righter!” Pasi Sahlberg
X Test based accountability
X Competition between schools
X Standardised, prescribed curriculum
X The enemy of improved educational practice is standardisation: prescribed
curriculum, one size fits all
X Punitive accountability
X No fast-tracked teachers
X Avoid confrontation between the government and the teaching profession

71. I Have an Educational Dream

72. At The Fulbridge Academy we believe
that….
We work and learn in a climate of high
expectations, set within a growth mindset
approach with staff aligned to the school vision.
We have created an inspiring learning
environment that makes you long for childhood.
Our curriculum is about filling the gaps in
children’s lives through an innovative, challenging,
creative, bespoke curriculum that is driven by
the needs of the children.

73. We
all
came
into
teaching
essen=ally,
to
make
a
posi=ve
difference
to
children’s
lives.