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The District CE is a 1.5 entry primary school, with 374 pupils on roll from age 2 to 11. SEN and Pupil Premium percentages are both higher than the national average. Most pupils enter school with skills that are well below typical for their age. We want the very best for our pupils: to enable them to establish knowledge, skills and learning behaviours, which allow them to flourish in the next stage of their learning journey and the wider world. We want them to lead full, productive lives when they leave us. Our curriculum is underpinned by three core contextual aspects in response to the particular needs of our community: health and wellbeing; enrichment and aspirations and language, communication and literature. Our curriculum learning projects and enrichment opportunities are all developed with these in mind. We chose Skills Builder to integrate into our curriculum to help pupils to develop their aspiration and the essential skills necessary to become confident, responsible citizens who demonstrate respectful relationships and positive learning attitudes.
Overall impact
Despite the challenges incurred by the ongoing effects of the pandemic (staff and pupil absence, the inability to come together as key stages or allow parents into school) the Skills Builder program has had a positive effect across school. It has raised the profile of essential skills with both children and adults. It has improved teacher knowledge and pedagogy. For example, we are teaching children how to listen effectively, not just to adults, but to each other. Rather than just setting good listening as an expectation, we are demonstrating what makes a good listener. We are sharing the rationale for and the importance of each skill. The use of a common, shared language when teaching skills has supported a consistent approach across school.
Keep it simple
The implementation of the Skills Builder program forms part of the school improvement plan. Skill icons are displayed in all learning areas and have been added to planning formats and PowerPoint teaching slides. This term, they will also be added to displays to promote the skills involved in producing the final product. They are being built into our lesson observation formats and our curriculum model ( a visual representation of the concepts, knowledge and skills that underpin our curriculum.) Essential skills form part of our celebration worship each week. They are linked to our expected District Learner skills and our recognition boards. Each focus skill has been introduced through a whole school or key stage worship. Explicit skill teaching sessions are evident in the majority of class timetables. Staff have been given directed time to work together to plan for each skill focus. Additional support and training is ongoing for teaching assistants.
Start early, keep going
The youngest pupils to work on Skills Builder are Y1. These children missed out on their nursery experiences and had an unsettled reception year due to the pandemic. A weekly lesson was timetabled, with children particularly enjoying the skill stories. The taught skills were then applied to other subjects/ lessons over the week and revisited regularly. Work has started on how some of the skills could be integrated into EYFS next term. Each year group up to Y6 has engaged in the program. For example, Y6 used the Aiming High skills to reinforce the importance of neat and accurate presentation when setting out written calculations- this set the standard for the rest of the academic year.
Measure it
Formative assessment is a part of every lesson and the use of the baseline has been an effective way to identify starting points for each focus skill. The expanded framework has been particularly useful in breaking down skills into smaller steps. Statements from the expanded framework have also been used to inform SEN documentation and reports to parents. Staff have been given time to revisit and reassess the skill statements post teaching.
Focus tightly
Speaking and listening are always a core issue for us; this seems to have become increasingly so since lockdown. We chose to run speaking and listening as focus skills for the entire year and to plot out other skills to introduce each term. We began with Aiming High to link to the whole school focus of 'Dream it. Believe it. Achieve it.' Raising aspiration is one of the core concepts that underpin our curriculum. Leadership was introduced in the spring term and Staying Positive is the summer term focus, linking with our Christian Value of Endurance. Some of the other skills have been picked up by subject leads as part of our teaching sequences e.g. science and DT have both looked at problem solving and teamwork. Time has been given during staff meetings to plot out where skills could be taught both explicitly or woven through future learning sequences and projects. All skills teaching is informed by the baseline assessment and the next steps in learning.
Keep practising
During planning time, teachers identify opportunities to apply and develop skills in all subjects. Linked skills are shared with the class or pupils are encouraged to identify the skills needed or applied. Subject leads have identified skills pertinent to key topics. Using this approach, skills are revisited and reinforced.
Bring it to life
Essential skills have been applied as part of the Jubilee Enterprise project. Further opportunities to apply and embed skills are planned for Summer 2 in the UKS2 Careers' week and whole school science week. The science/ eco club will also be using the skills this term. Essential skills will also be incorporated into the pupil applications for responsibilities, such as head pupils, STAR monitors and play leaders. Skills Builder passports are being used in UKS2. We are encouraging pupils to identify and evaluate their own skills usage as part of the drive to make children proficient in articulating their learning. The coaching handbook was shared with PE and extra curricular providers to reinforce consistency.
What's next
Introducing skills ambassadors to promote skills within their classes. This term, we will be introducing the Homezone to parents. Further investigate the links with PSHE. Add SkillsBuilder information to the school website. Essential skills will be added to relevant policies/ curriculum statements. Sharing key information with lunchtimes supervisors.
