Wonder Years - excellence through enjoyment in primary schools in TES March 19 2004

March 2004 saw a remarkable supplement being circulated with the TES, supported by the Department for Education and Skills entitled: 'Wonder Years: Excellence through enjoyment in Primary Schools'. This substantial pull-out feature focuses on important aspects of the Primary Strategy, including 'Just what is the Primary Strategy?', How to teach almost anything through the arts (and raise test results)', 'Books for creative children', 'A foundation stage to build on' and 'What's the future of testing?'.

"The Primary Strategy document, Excellence and Enjoyment, is meant to give teachers permission to break free of prescription, and to use their own judgement about the needs and learning styles of their pupils. It stresses that fun and innovation can and should go hand in hand with high standards in English and maths. This is reinforced in an introduction by Education Secretary Charles Clarke, who writes: "What makes good primary education great is the fusion of excellence and enjoyment. Children learn better when they are excited and engaged - but what excites them and engages them best is truly excellent teaching, which challenges them and shows them what they can do. The document's central message is that teachers have the power to decide how they teach. They can 'take ownership of the curriculum'.

One school in Hertfordshire, visited by reporter Carolyn O'Grady and featured in the report, found themselves with extreme teaching challenges. With 44 per cent on the special needs register, many of the 368 children were admitted to the school because they had failed at previous schools. The new headteacher, Mrs Thompson had faith in the arts, and started to use this as a vehicle to drive the curriculum. The reporter, while touring the school, heard 'pupils in reception singing and acting out a song about numbers and parts of the body, and a year 4/5 class devising and staging small plays on aspects of Victorian life. Year 3 pupils were reading and performing poems.' In almost every class and every subject the arts had a strong and relevant influence.

The reporter states that 'the atmosphere is now calm and focused' with better behaviour and all pupils and teachers learning to play a musical instrument to practice discipline and building confidence.

All in all, a remarkable tale that many might learn from.

(Full article in TES March 19 2004 tes.co.uk)

Jenny Mosley Addresses the Spirit of Healing Conference

"Exploring Inner Dimensions", The Spirit of Healing Conference at Findhorn, 2004. Article in "Living Lightly on the Earth" Issue 28 Summer 2004

This article outlines some highlights of the Findhorn Conference. There were many speakers, with singers such as David Spangler and from Miranda Holden, co-director, and her husband, Robert. Oonagh Shanley-Toffolo held a captive audience while she told the tale of her fascinating life (so far). Raised in rural Ireland, she became a nun and nursed the elderly in India. She knew Mother Teresa. Wanting to take her work further, she gained special papal dispensation in 1965 to do this, and so her tale takes her to Paris and beyond. The article features Jenny Mosley, described here as caring, highly positive and outrageously funny. Jenny left the audience helpless with laughter as she shared the world of children with them. The article describes how Jenny's Quality Circle Time model, with deep respect, supportive warmth and positive thinking at its heart, is inclusive of all the staff and children in schools, and how it helps to allow children to ask and answer questions, giving them space to help them find the answers. Jenny also uses puppetry to allow children to address issues, while capturing their imaginations with stories and drama.

We look forward to hearing further positive news from this most fascinating and progressive community.

Taking Circle Time to Chile

The Association of British Schools in Chile Conference Entitled "Thinking", Santiago, 6th and 7th August 2004.

Sarah Bentley has taken up an invitation to provide training in Chile this August (6th and 7th) with "The Association of British Schools in Chile" at their Educational Centre in Santiago. Sarah will be running three workshops on Quality Circle Time at their conference entitled "Thinking". Also contributing at this conference is Professor Philip Adey from King's College, London and Professor Robert Fisher or Brunel University. We wish Sarah a special 'bon boyage' for her trip, and look forward to hearing her tales about Chilean Circle Time! We will have further reports of this trip after Sarah's return.

Time For Talk

Educational Psychologist, Marion Nash, who has trained at Jenny Mosley Consultancies workshops, adapted the use of Circle Time to create a supportive learning environment, named Spirals. This specifically helps children with their language skills.

Teachers are presented with a growing number of children with under-developed language skills, and, with Speaking and Listening skills being part of the taught curriculum, there is an increasing emphasis placed on developing these skills.

The educational psychologist works alongside a speech and language therapist and class teacher to design Circle Time programmes that allow children to develop and contribute according to their preferred way of doing this.

Children are encouraged to feel safe and relaxed, and sessions are highly motivating, being good fun and promoting good concentration. The results so far have looked promising, with children becoming more effective thinkers and communicators and with the project going from strength to strength. (�Special Education� January / February 2004)

"Extra Time Needed for Sport Fund"

The New Opportunities Fund (NOF) Programme was launched over two years ago, and some schools are now just beginning to see the benefits for PE and sport.

Gordon Carson writes this article in �Children Now� in February 2004. When the Government announced that the NOF for PE and Sport programme was to allocate �75m of Lottery money to create a positive change in the sports facilities available for young people, there seems to have been hope that these changes would have been speedily implemented. However, only �8.5m from the fund has actually been spent to date.

There are reports that communication between the different organisations and the planning permission system were two of the reasons that the fund was taking time to infiltrate the system.

This appears to have led to a degree of frustration. However, some schools are already starting to benefit, and some who are involved are content that these large amounts of money are taking some time to be allocated and the projects implemented.

For further information about this fund, the website to go to is: http://www.nof.org.uk

"Use Your Brain"

Did you know that playing clapping games can help children to concentrate, read, increase brain efficiency and can raise intelligence? Many people know that there are different areas of your brain associated with different types of learning and activities. The left hemisphere is primarily concerned with analytical and rational thought, the use of language and linear patterns. While the right hemisphere likes to process information in a holistic way, and is occupied by sensory perception and abstract cognition. However, stimulating both hemispheres simultaneously can increase the efficiency of the brain and raise intelligence.

Many people know that there are different areas of your brain associated with different types of learning and activities. The left hemisphere is primarily concerned with analytical and rational thought, the use of language and linear patterns. While the right hemisphere likes to process information in a holistic way, and is occupied by sensory perception and abstract cognition. However, stimulating both hemispheres simultaneously can increase the efficiency of the brain and raise intelligence. Activities such as these games can offer just such an opportunity to children and at the same time they are having fun. Jenny Mosley�s �Clapping Games� book with CD is packed with songs and clapping rhythms - old and new - in a brightly-coloured, illustrated, easy to read format. (Out of School Magazine, January 2004)

Research Report “Circle Time”

Monica Taylor writes this article about how popular Circle Time is in primary and pre-schools, and about the UK funded NFER Research “Going Round in Circles”. The Head of the National Union of Teachers, John Bangs, told Children Now that schools have long recognised the value of circle time. He said: “It promotes children’s self-confidence and it develops their respect for others.” But he said its use in schools was constrained by the National Curriculum. “There is a need for teachers to be given in-service training to take on board the experience of others in the use of circle time,” said Bangs. “Sadly, much in-service training has been knocked on the head by the Government’s funding failures this year.”

(Full article in Children Now 14-20 January 2004)

Going Round in Circles

This interesting report has been summarised in NFER (National Foundation for Educational Research) News Autumn/Winter 2003. The report documents a nationally based, NFER-funded study in primary schools, looking closely at Circle Time literature and curriculum materials. The schools’ main aims for introducing Circle Time were to develop communication, personal and social skills and pupils’ behaviour. Class teachers also wanted to enhance children’s self-esteem and respect for others. The report offers guidelines for provision and practice, teacher preparation, ethical concerns and matching intentions with perceptions of Circle Time. The report offers guidelines for provision and practice, teacher preparation, ethical concerns and matching intentions with perceptions of Circle Time. Positive Circle Time requires preparation, planning, support, review and meshing with other teaching and learning strategies and whole-school opportunities. Through the positive use of Circle Time pupils can develop self-esteem, listening and group-related social skills, and teachers and pupils can experience personal and social learning together.