Roald Dahl Books – here’s what I’m thinking

Bedtime stories have had a distinctly Roald Dahl theme this year. My son and I have been working our way through his catalogue of  children’s books and it’s been wonderful revisiting these magical stories from my own childhood. It’s great to be able to share these classics with such rich characters, plots and memories.

Fantastic Mr Fox

Brief. Exciting. But, how is Mr Fox the hero of this story? He steals from the farmers (who are spun to be evil, extreme, disgusting characters) with no sign of remorse. His actions lead to his family’s lives being put in danger and all the other animals going without food for a long period of time. He does put that bit right in the end, with a bit more of the good old stealing.

All of that said, I enjoyed the book, as did my son, and thus began a journey of discovery into the world of Roald Dahl.

The BFG

Sweet, lovely, fantasy tale of a girl who hangs out with a giant and they end up saving the world with a little help from the Queen of England. Great stuff.

The nature of bedtime stories is that they tend to happen towards the end of the day and this made reading the book a bit tricky. I was tired and the BFG himself speaks in a most peculiarly grammatically confused manner.  Reading his dialogue was hard work and I’m not entirely sure it made all that much sense to be honest.

Charlie and the Chocolate Factory

Awesome. Exactly what I remembered it to be. An absolute classic.

Charlie and the Great Glass Elevator

Awful. A couple of random, unconnected stories about a space hotel and some shrinking grandparents. The difficult follow up book was a poor relation. A singular blot on Dahl’s landscape.

Matilda

My son’s favourite Roald Dahl book. We found ourselves really rooting for Matilda and Miss Honey. But it’s the less positive characters which make this book so special. Matilda’s parents and Miss Trunchbull are so ridiculous, horrendous and mean the reader is glad when they get their comeuppance. The film version went down very well also.

James and the Giant Peach

A classic tale of boy whose parents die having to live with his evil aunties, a giant peach grows in their garden, boy goes inside the peach, meets a bunch of giant insects and arachnids and they all go off on an adventure together. I really enjoyed the characters in this one, but it was longer than I remembered which is probably not a good sign!

Danny the Champion of the World

My mum will tell you that when I was growing up I loved this book, I read it and listened to it on cassette on numerous occasions. The truth is, the first time I read the book was this year, to my son. My mum is thinking of my brother, I’ve told her this and she maintains that she is correct. She is not. The good news is that my brother was correct to enjoy this book, it’s now my favourite Roald Dahl book. A touching story of a father and son breaking the law together for larks and to beat ‘the man’. I love the warmth and affection in the story in the relationship between Danny and his father. It makes me long for his childhood of simple pleasures and wish for it for my own children.

George’s Marvellous Medicine

Evil grandma gets what’s coming to her when her grandson makes his own medicine using ANYTHING he can get his hands on (including poison). I obviously can’t condone poisoning ones grandparents, but part of the skill of Dahl’s writing is that he makes it ok as she is such a ghastly character. I really enjoyed the character of Mr Killy Kranky, his house gets destroyed, his mother-in-law has been poisoned by his reckless son, she subsequently disappears – but all the while he is focused on the potential business opportunities. Great stuff.

The Twits

Funny. Gruesome. Silly. The Twits are a disgusting couple who don’t like each other very much, but hate everyone and everything else in the world even more. As with Matilda, these characters are so horrible, you don’t mind that they come to a rather unfortunate (if well deserved) end. The animal cruelty aspect, and subsequent revenge of said animals, makes the reader feel particularly strongly against the Twits and glad of their demise.

The Magic Finger

Another new one on me. As this is a short story, you don’t get the same character development and description as you do in his other books. The main character (and possessor of the magic finger) doesn’t even get a name, she is simply known as the girl. It’s a fun book  with the morality of hunting for pleasure at the heart of it. This makes it a rich teaching resource for class discussion, and the ending lends itself well to writing a story similar to that which has just been read.

We’ve still got a few more to read in our collection (The Great Mouse Plot, Esio Trot and The Witches), and probably a few more we need to buy. I will add my thoughts on these as and when we read them. My son and I have thoroughly enjoyed our adventures with Roald Dahl and recommend to begin that journey yourself – no matter how old you are.

Homework 101

We’ve had much debate for years in education about the worth of homework. Should we set it in KS1 and KS2? What homework is of value? What about the children who don’t do it?

As an SLT at my school we agreed that regular reading at home is paramount. Beyond that, practise of key maths and writing skills can certainly also be of use. But what we really wanted to do was encourage the children to have a range of experiences away from school with their families to enrich their lives, hopefully become better citizens, but above all, make memories.

From there we created The Sidlesham101. This is a list of activities, experiences and deeds which we hope all of the children in our school will attempt at some stage before they leave us at the end of year 6. These activities are designed to be particularly relevant to our local area, although many can be replicated elsewhere.

We began by asking the parents and children for their suggestions and were delighted with their responses. Loads of ideas were shared, which were very specific to our local area and really captured the collective imagination.

Now the list has been shared with the children and parents, we will see how they respond in practical terms. We have a display to share photos and testimonies in school and a #TheSidlesham101 hashtag on Twitter. If you like the idea and want to have a go at some of the activities or want to start your own list, please do use the # so we can see what you’ve been up to.

Sidlesham101

Lifting our Young Voices

The single best thing I have been involved with as a teacher is taking my choir to Young Voices. Everyone involved comes in to school the next day still buzzing with excitement. Very tired, but very excited.

The children have a wonderful experience to perform at an iconic venue, like the O2 Arena, which is pretty cool. Furthermore, they get to perform with professional musicians, singers and dancers of an impressively high standard. This is an experience which will inspire and motivate the children and will live long in the memory. There are some really magical moments where you catch the children staring, open mouthed, as Natalie Williams begins to sing or Urban Strides are dancing. I like to think I can o a pretty good singing assembly, but this is a whole different level of inspiration.

Parents also came back having had an amazing evening of entertainment. This is not your average children’s concert, this is one you will really enjoy and you will get up and dance. Everyone does, you simply can’t help it. My mum and sister recently went to watch my niece at one of this year’s Birmingham shows and phoned me as soon as they came out, both full of excitement about what they had just witnessed.

For the teachers it’s a long day, and I’ve never been more alert than when leaving the O2 in the rain trying to repeatedly count children making sure everyone gets safely back to the coach. However, it’s a whole lot of fun. We sang, we danced, we conquered. All the staff involved loved it, and that cannot be said for every school trip or concert.

The shows are expertly put together by, Musical Director, Craig McLeish, who always meets the challenge of compiling and arranging a collection of songs to appeal to all ages pulling from a range of genres.

Here are some tips if you are thinking of taking your choir to a Young Voices event next year.

  • Go to the teacher’s workshop. It helpful and loads of fun.
  • As well as taking a banner, take some form of head ware that will help your choir stand out. Helpful for getting noticed as the audience enter the arena, also very helpful when leaving the arena safely at the end.
  • Encourage the parents to also have someway of drawing attention to themselves. The children love to know where their parents are and it is not an easy task.
  • Take water bottles to fill up.
  • Rehearse loads. Add your own dance moves.
  • Perfection is great. However, if it is unattainable for you and your choir, make fun the priority. You may not get all of the moves exactly right, but enjoy expressing yourselves through the music. The more fun the children have the more they are likely to be hooked by the performance bug.

What led me to Young Voices?

Music simply isn’t taught as much in schools as it should be. Music is so important for the sole and mind and the fact it gets squeezed out in place of extra SPaG lessons is a travesty. But it does. I know it’s not the only hard done by subject but it’s one I care about immensely so I will bang the literal and figurative drum for music lessons all day long.

The two main reasons, as far as I can tell, for music taking a back seat in modern schools are the congested curriculum and teacher confidence in delivering good quality music lessons. Both of these excuses are able to be overcome with will power and enthusiasm which has helped me increase music participation in my school in whole class lessons, individual tuition, clubs and school productions.

While I feel I’ve had some success in this area, I recognise this to be a national problem. I also fully understand the pressures on teachers to get results in the core subjects of reading, writing, maths and science, so explicit music teaching is not a priority. This being the case, I am always on the look out for opportunities for our children to perform and experience music at it’s best. I has previously written about how we recorded an album with the whole school and the impact it had, making use of ICT to help engagement and also given tips for putting on productions. The search for more new and exciting experiences for our children led me to Young Voices and I am very happy with the experiences I have had with them so far. No doubt I’ll be signing up to do it all again very soon.

Improving our learning space

I was fortunate enough to attend a conference where Professor Stephen Heppell was talking. He was described by Bournemouth University as, “a world expert on contemporary learning, specialising in online education and learning spaces”. Learning spaces were the focus of his talk, and in turn this blog, hence the title.

I was very interested in what he said for two important reasons. Firstly, his suggestions were rooted in educational research with evidence to back up their effectiveness. Secondly, many of his suggestions seemed like exactly the sort of thing I could go back to my classroom and have a go at right away. We work so hard as education professionals that any marginal gains on offer should be snapped up to maximise outcomes. That extra 5% can make all the difference.

Following Prof. Heppell’s presentation, and back at school, I began a conversation with my class about how we could improve our learning environment.

To begin with, we looked at light levels in the classroom. I downloaded a free luxmeter with the aim of measuring the levels of light in our classroom. 500 lux was our target for close work like writing. We found that with the blinds down (which help to regulate the temperature from our large, south-facing windows, as well as eliminating the bright glare) the light levels were well below 200 lux. We opened the blinds. It got hotter. We opened some windows. That was fine.

The real problem was the glare in children’s eyes every time they tried to look up. Certain times of day are better than others, but there are times we have to concede and close the blinds. However, if the children are all reading or writing for anything more than a couple of minutes, we agree it’s best to have the blinds open. This may be more of a problem in the Summer months. We will continue to look at arrangements of tables chairs to see how we can improve.

To monitor sound I downloaded an app to record decibel levels, anything above 72 decibels starts to became disruptive according to heppell.net. This is useful to know, and a quantifiable number that can be monitored by the class. However, when it comes to motivating the class to control their volume, they really enjoy trying to stop the balls/emojis/bubbles/eyeballs from moving on bouncyballs.org.

CO2 levels are a little harder to monitor but can be damaging to children’s levels of concentration. The children suggested opening windows during break and lunch times to let more oxygen in. This is a good idea and will have some effect, but as CO2 is a heavy gas, and windows open at head height, the levels will stay at a unhealthy level for much of the day. So they agreed we needed some plants. Green ones. In the few days since this conversation, two plants have been brought in and donated to the class by two different. Not very big ones. But it’s a start, and really proves how keen the children are to create the best possible space for learning they can. One of the plants has even been named. The class are becoming quite attached. We best look after it.

The temperature in our classroom can fluctuate widely during the day as we have high ceilings with very large, south-facing windows down one side (the south-side). However, we can easily manage it by opening windows, closing blinds etc. The target is between 18 and 21 degrees, and sometimes, we manage to hit that temperate for more than 5 minutes at a time.

Professor Heppell also extolled the virtues of the shoe-less classroom. Something I have experienced before, but mostly with a view to improve behaviour. Evidence does suggest that this is indeed the case but there are also many other benefits. The children feel more comfortable and relaxed and in turn perform better. Simple really. The children in my class really enjoyed taking their shoes off and all said they felt more comfortable and relaxed. The problem came when I started to tell my colleagues about it and they explained we couldn’t do that for health and safety reasons, in case the fire alarm went off.  My search for a solution to this problem goes on.

There is much to consider as future refurbishments and renovations are planned over coming years. But in the short term, and with our very limited budget there are a few things I plan to do.

I’ve been really encouraged by the children’s engagement with the ideas around how to make their learning environment better for themselves. They have a real sense of ownership about monitoring our environment and making the necessary changes to improve it. In the coming weeks I plan to introduce light, sound, CO2 and temperature monitors who will track the data and help suggest changes accordingly.

To find out more about Professor Stephen Heppell and his work visit www.heppell.net.

Producing a School Production – Top Tips

Following a recent post about choosing productions to put on in my school I began reflecting on what I’ve learnt over the years of producing, directing, choreographing, etc numerous shows, musicals, plays and concerts.

Here are my tips for putting on a successful production and, hopefully, staying sane at the same time.

  1. Get help. You need costumes, props, dance routines, lighting, sound and staging, not to mention singing and acting practice. This should not be attempted individually by anybody, let alone a full time teacher. Ask for help. I was fortunate enough to have a student teacher with a dancing background one year and this was a great help. I’ve also been lucky enough to make the most of some talented staff members who are both artistically creative and generous with their time. This may not always be the case and should not be taken for granted, but given enough time and a clear role, most people who work in schools will like to help if they can. Failing that, get your Head to ‘assign’ help.
  2. Plan ahead. Get to know the script well before casting. This will avoid giving the confident but tone deaf child a solo you hadn’t spotted. Make some kind of rehearsal schedule so you know what scenes you’ll be working on during each session and who you will need. Identify the big scenes with most of the cast members in to rehearse at Drama Club or such like, it is easier to snatch moments with key cast members to rehearse smaller scenes as the performance date approaches.
  3. Learn the songs. Obviously. But learn them as far in advance of the production as possible so the children can dance and act freely without worrying too much about the lyrics. This also means the whole ensemble will sing loudly, confidently and hopefully tunefully come the big night.
  4. Keep it simple. Well, as simple as you can. No-one watching is expecting a Tony Award winning production. Most parents just want to see their kids say a line or 3 and they are hoping the show isn’t too long! If it’s actually quite funny as well then that’s great. Don’t put too much pressure on yourself to deliver something that is perfect because that is impossible. It’s really, really hard work to put on any production, it’s more important that as many children as possible feel they are part of it, have contributed and most important of all, that they have fun doing it. Speaking of which…
  5. Have fun. This is one of the precious few times in school where your children get a chance to perform. For some, it might be the only thing at school that they feel any good at. It can often be the thing they remember most about school in the years to come, so make sure they have a positive experience.

Producing a School Production – Moving to Musicline

When I joined my current school they had a growing reputation for fantastic, memorable and somewhat lavish productions. Famous shows, big, outdoor staging, expensive costumes and hired sound equipment including radio mics for leading cast members.  It all meant for fantastic and enduring performances for the children involved and the audiences alike. I was very impressed with what I saw, and was part of, in my first year we put on ‘The Lion King’ and in my second year it was ‘Footloose’. Doing shows the children had heard of meant there was a buzz about the productions long before any performances.

However, as staff changed, budgets tightened and I became responsible for the Summer Productions, I felt the burden of responsibility to produce a quality performance, just, with less lofty ambitions. Searching for a show to put on I came across www.musiclinedirect.com. A company who write shows specifically for primary schools. Although their stories are often well known, they do not have the famous named productions that we had used in the past, but that means the rights to put them on are considerably cheaper (like hundreds of pounds cheaper). Conscious that cheaper shows may mean poorer quality I was keen to sample the script and music, these are readily available on their website. The scripts are funny (actually funny to grown ups and everything) and the music is good, not ‘Mercury Prize winning good’, but ‘catchy pop song good’ and the songs are largely easy to sing and learn. This a massive bonus.

So we went for ‘Shakespeare Rocks‘ (well it was Shakespeare’s anniversary that year wasn’t it?). The script and music didn’t disappoint. With speaking roles for over 40 children it was a real ensemble piece. This meant more children had more lines and felt more involved than in previous years. While the songs weren’t previously known to the children, they certainly had a familiar sound to them and some were incredibly catchy.

The following year we went for ‘Robin and the Sherwood Hoodies’ and again the show was fantastic. This year I also invested in the dance routines. These are very simple, but it was just one less thing I had to worry about. We had different groups of children in at lunch times and could just play the clip for their dance and crack on. Simple but effective. All of the moves are well within the children’s capabilities which enables them to focus on doing the simple things well which is important in making a coherent production with a bit of quality.

With both shows we have done the humour shines through. Many jokes the children understood and enjoyed sharing with the audience and more than a few were just for the parents. If you enjoy a cheesy pun, then you’ll love a Musicline production.

One gripe is that Musicline could do something about having more female leading characters. Logistically it would help as I have many more girls than boys auditioning for parts. But more importantly I think it sends the wrong message to our children that males are the heroes of all these stories. To be fair, this is a problem in theatre on the whole, as it is in films, literature and other art forms.

Having found, enjoyed and grown to trust Musicline musicals I look forward to exploring more of their catelogue of productions and seeing what they come up with in the future.

Bridging the reading gap

I have been writing reports and holding parent’s evening of late. I have found myself saying and writing the same sort of things about reading. ‘They would benefit from reading more at home.’ Or words to that effect.

As teachers, particularly in Primary schools, we know reading is important in accessing an awful lot of the curriculum. Building confidence, understanding and enjoyment in learning for the children. It’s also really obvious which children have been read with from an early age. Obvious because they can, you know, read well.

Teachers across all phases and schools all over the country, and probably the World, plan special reading interventions, groups and one to ones for reluctant or struggling readers. These help. A bit. In some cases quite a lot. But, really, some children have got an awful lot of catching up to do. So how do we solve this problem and raise literacy standards? We must encourage all parents to read with their children.

I would like to see a national campaign to make the many benefits of reading with children clear to everyone. Some campaigns are already happening. They just need to be happening, louder.

What can they do? (Nicky Morgan, the DfE, Government in general)

If I had any sway with Nicky Morgan or at the DfE I’d like to see…

  • Glossy, heart-warming adverts on TV showing the simple joy of a bedtime story.
  • Segments on talk radio and daytime television. Politicians being interviewed about reading.
  • Libraries promoted in supermarkets.
  • Books given out on maternity wards and at community centres. Investing heavily in and expanding BookStart.
  • Teachers going to antenatal classes to preach about reading.
  • Oh and stop bloomin’ closing libraries!!!

As a parent myself I find cuddling up on the sofa and reading with my children to be a highlight of my day. In turn, my children associate books with quality time with their parents. They associate books with love.

We should do all can to make this experience possible for all parents. Give parents the confidence and the books to make reading an important and enjoyable part of their relationship with their children.

I understand, those parents who themselves have struggled with their literacy skills may well be reluctant and embarrassed to share their vulnerability with their children. Maybe begin with picture books, something awesome like Tuesday, and discuss what on Earth might be going on. What can be more powerful and inspiring for a child than learning and sharing with their parents?

What can we do? (teachers, people who care about education, parents, humans)

  • Collect and donate books to charities to redistribute to increase children’s book ownership.
  • Hold parents reading workshops.
  • Share the simple message #ReadWithYourKids.
  • Visit parents groups in the early stages of a child’s life and share the message about the power of reading.
  • Share the books that you and your children enjoy.

This is not about class or social standing or wealth. Children’s books can be really cheap. Bundles from carboot sales, jumble sales or charity shops can be an affordable way to fill a book shelf and instil a love of books and reading from a young age. It’s all about sharing some precious time with your children and giving them a very precious gift.

Sussex Maths Hub Conference 2016

I had the pleasure of attending the Sussex Maths Hub Conference today and the following are some of my reflections on the day.

  1. Perhaps I shouldn’t admit this but my previous approach to the new curriculum was to try and get everyone to ‘At Expected’ and the ‘Beyond/Mastery/Deeper’ bit was for the more able. Well, poppycock. Everyone can, should and must get a deeper understanding.
  2. Shanghai, Shanghai, Shanghai. They are good at teaching Maths in Shanghai. We should be more like them.
  3. Andrew Jeffrey is an engaging and knowledgeable speaker. If you get the chance to hear him, do. At his ‘You can’t learn arithmetic without learning algebra’ workshop he reminded us that we must learn first in the concrete, then the abstract is added. This is because maths is a secret code and we need to give it a context. From this premise he introduced us to Cuisenaire rods and gave us time to explore them. The rest of the session centred around how to use Cuisenaires to help children explore mathematical concepts and make their own discoveries. It was the sort of training experience that all teachers and teaching assistants should have regularly to understand how to make the most of resources that are available to us to aid the children in our classes to better understand the abstract code of mathematics. IMG_2917 IMG_2912 IMG_2916 IMG_2909
  4. I’ve always known it’s good practice to make use of physical resources in lessons to help children visual the problem. However, the nugget of wisdom I picked up today was to ‘use resources to help children understand the concept, rather than simply find the answer’. It’s all about deepening the understanding.
  5. Stress to your children the meaning of =. It is not the answer, but rather the same as. 3+5 is the same as 8, rather than 3+5 the answer is 8.
  6. IMG_2911As I am a Year 3 teacher, Emma McCrea’s ‘Building challenge into maths lessons’ was certainly challenging. The examples were pitched at a slightly baffling level for me but I still got a few important ideas out of it. The question of when learning happens in your classroom is an important one to consider. The answer offered by Coe, above, is ‘learning happens when people have to think hard’. One of the over-ridding themes of the day was that of the need for children to explain their understanding, whether that be through ‘Concept/NotConcept’, or any of the many other useful ways she recommended to help ‘Make learner think’. I’m sure if you ask nicely on twitter (@mccreaemma) Emma will share her ideas with you too.
  7. Children will struggle to solve problems if they don’t know their times tables. Inside out. It’s got to be worth considering focussing on place value, the 4 operations and times tables in year 3 giving children a basis for achieving in the rest of key stage 2 and beyond. It’s a ks2 curriculum after all and not all of it needs to be covered in year 3, so why not give our classes the best chance of success by year 6?
  8. Lunch was nice.
  9. Find out more about the Sussex Maths Hub at their website and on Twitter.

When a Sphero comes along

A few months ago I wrote about my desire to get some Spheros in school and learn how they might be used in lessons to meet the ks2 computing curriculum in a creative and engaging way. Since then I’ve taken delivery of 10 new Spheros and started a Coding Club with children from each class in the school. I wanted to begin with a club so I could iron out any teething problems before introducing them across the school. While I made sure each class was represented so that when they do go into the classrooms each teacher will have a few experts to call upon to help them out, should they need it.

The purpose of this post is to give an update on where we are now and pass on the things I’ve learnt along the way.

You need a lot of space.

It turns out 16 children and 8 spheros in one classroom can be a confusing squeeze. The robots are controlled by iPads via Bluetooth and sometimes keeping them all connected can be an issue as can finding enough room for each child to explore the capabilities of the apps we have been using.  It was great fun when we got into the school hall and had a race!

Be organised.

Have a designated iPad for each Sphero. I began by getting any iPad and searching for devices to connect via Bluetooth. This is fine if you only want to connect one or two, but will take ages if you want to connect 10. Each device has it’s own 3 letter code. I’ve written these on to each Sphero and also made a note of them on the designated iPads. This has simplified the logging on process and keeps the children engaged.

CYwwhVYWAAAscXJ

Keep it simple.

During our Coding Club sessions I set the children a variety of challenges. By far the most successful ones were the simplest. The challenge in the video above was to race up the hall, turn around past the cones and then race back. This allowed the children to use the Tickle app to create their own algorithms and debug them in order to accomplish a specific goal. Other challenges included being the fastest around a chair and following a paper path on the floor.

It does the job.

We purchased the robots to help meet the ‘design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts ‘ bit of the KS2 computing curriculum. I’m very happy that we fulfil our statutory requirements comfortably here. But more than that we are discovering many cross-curricular possibilities and the children absolutely love them.

What next?

The next challenge is to plan a scheme of work that can be delivered to the whole class. I’ll probably write another blog post as and when that happens, I’ll just have to think of another sphero based pun first.

Starting a School Council

I’ve been thinking quite a lot about British Values. What they are? How they can be taught? What makes them British?  The last question I’ve been particularly struggling with, so I’ll leave that for now.

All this pontification lead me focus on the British Value of Democracy and how I could best give the children in my school an understanding of what it means. As a result, I set up a School Council. It’s something that, I’m told, has happened before, but just seemed to fizzle out.

Having not been at a school that has had a Council before I needed to do a bit of research. A quick Google search offered a good range of ideas and video clips, but asking Twitter was particularly helpful. I was put in touch with Sue Smith  who was able to give me the benefit of her wealth experience. This gave me loads of ideas for how to run our School Council and what they can actually do.

The first step was to give an assembly and let the children know what was going to happen and how they could be involved. I knew from early on the interest was going to be high because the behaviour throughout that assembly was fantastic, with the children completely engaged and eager to find out more.

Next the children that were interested had to ask their teacher for an application to register their interest and explain why they would be a good class representative. This meant that children were not just standing on a whim. They went home, thought about it and discussed it with their parents.

Once the nominations were all in we held a hustings just prior to the vote. We ask all of the candidates the same 3 questions and gave them chance to take them home, to once again give a considered response. This was the highlight of the process for me. I was very proud to see so many of the children in my class stand up and present their ideas so well to their peers. A brave thing to do and a valuable experience for all of them.

The hustings questions were…

  1. What is the best thing about out school?
  2. What do you think could be improved?
  3. What will you do to make our school even better?

The ballot itself was a done in secret when all of the class had to put a X on the ballot paper next to the name of the person they wished to vote for. As all of the candidates had been through a fairly vigorous process they all took it very seriously. This in turn meant that other members of the class took it seriously also. We didn’t just get they usual voting for friends. They seemed to actually consider who would represent them well on the Council and voted accordingly. Some of the losing candidates were a little miffed, but all saw the election process as being fair and so no tears. Not even in Year 3!

We’ve just held our first full School Council meeting. The Head was invited along and asked the Councillors to write a report for the Governors, they elected a Council Leader and they set an agenda of issues to be discussed at the next meeting. They will be launching their blog page in assembly later this week.

I’ve found it a very positive experience for the whole school so far. They have gained a good understanding of the democratic process and hopefully will soon begin to see the impact the Council is having around the school.