St Peter and St Paul's C.E. Primary School - Good Practice Award
Staff are now much more positive about using the local environment in their on-going topics and the local community are eagerly awaiting our next project that they can be involved in.
Rosegrove Nursery School, Basnett Street Nursery School, Rockwood Nursery School, Taywood Nursery School - Innovative Practice Award
It was evident that through the use of 'Little Me', children's personal, social and emotional development was supported and communication between home and school was enhanced.
St Mary's RC Primary School - Good Practice Award
Our cookery club is an ongoing activity and is now in its third year. We have used funding from 'Let's Get Cooking' to buy the equipment and resources we required. Our club runs each term and is targeted at year 4 children. They learn safe chopping skills and food safety alongside how to prepare healthy meals. The children learn a different skill each week and eat their prepared meal together. The final session of the 6 week course is a restaurant to which the children each invite three guests. They prepare and serve a three course meal and receive feedback from their customers. This showcase highlights the ease in preparing healthy meals for the family. The children receive a recipe folder so that they can continue to cook healthily at home.
Aughton Town Green Primary School - Good Practice Award
Aughton Christ Church Primary - Innovative Practice Award
Promoting writing though the creative curriculum, involving parents in their children's learning, developing links with experts and outside agencies to enhance experiences for the children and enthusing boys about writing are key focuses of our school. Our project involved us holding a joint parent/child workshop at the local art gallery for the (34) year 5 children. At this two hour workshop, they were shown different ways of creating a book, defined as a way of encasing and holding their work. All children were then given a differentiated brief to write a story, using their learnt narrative skills.
Through clear differentiation and individual targets, all children were challenged at their own level, especially GAT children who were given the brief of designing sub plots and flashbacks that would thread throughout their story. The chosen theme of 'Adventure in the Rainforest' linked into our wider curriculum and ensured motivation of the boys who thrived in the four week homework project.
Each child independently produced an outstanding story that, with parent support, is superbly presented in the form of a book. They currently form part of our class library and the children are enjoying reading each other's stories – real writing for purpose.
... to enthuse and motivate all pupils and raise achievement
St Leonard's Church of England Primary School - Best Practice Award
Our project has been to develop the use of our outdoor areas to enhance learning across the curriculum. We aimed to engage and motivate all learners particularly boys and to have an impact on standards of achievement particularly in writing.
Through training and support the staff have developed the skills needed to plan creatively using the outdoor areas, throughout the school year, in all kinds of weather. All staff now plan and implement ways to include exciting outdoor activities through their cross curricular topics and themes.
The children have access to a wide range of outdoor facilities including an outdoor learning area with sensory garden, vegetable plots, small orchard and an extensive woodland area which have been developed over time. Staff now make regular use of these areas across the curriculum and plan creatively for their use throughout the year to provide stimulating learning experiences for all pupils.
The children are now engaged in active learning outdoors which has had a positive impact on attitudes to learning and standards of achievement. Pupils thoroughly enjoy the outdoor practical learning experiences which are now embedded throughout the school.
Crawshawbooth Primary School - Good Practice Award
The outcome of our project is to disseminate outstanding practice through coaching and mentoring of all teachers, teaching assistants and staff in order to raise the teaching from 'good' to 'good with outstanding features'.
The ethos of the school is one of team work with an atmosphere of staff learning from each other with good self-evaluation skills.
We achieved the Good Practice Award in 2010 for AfL and the Creative Curriculum and we wanted to build on this by developing the Coaching project throughout the school in order to raise attainment in teaching, particularly in Literacy.
All staff received Coaching training from the adviser. This has been followed up by regular staff meetings to focus on coaching linked to the Boys' Writing Project and AfL (our school improvement priorities). Performance management targets are linked tightly to the above SIP priorities
Staff paired up with each other and teachers and teaching assistants to develop coaching with a view to raising the quality of teaching from 'good' to 'good with outstanding features'. Shared lesson observations and self evaluation discussions took place.
After only half a term there has already been a noticeable improvement of the quality of teaching observed during lesson observations.
Waddington and West Bradford CE (VA) Primary School - Good Practice Award
The ethos for our creative curriculum was to develop a skills-based thematic approach throughout the school in which learning and thinking skills, personal and emotional skills and social skills as well as transferable literacy, numeracy and ICT skills would be as important as traditional 'subject' knowledge.
Clifton Primary School (Good Practice Award)
Over the last 3 years we have developed a more creative approach to teaching and have enhanced this with more opportunities for children to explore learning outside the classroom in all aspects of the curriculum to raise enjoyment and standards in all year groups and for all subjects.
Reedley Primary School (Innovative Practice)
We wanted to give the children a 'real life' experience to assist their economic education and encourage their aspirations.
The main focus was to select and apply for a job, go to work for a day, get paid and organise finances just like we do in the real world! We wanted the children to understand why it was important to work for a living.
Monday Job Application
Thursday Pay Day
The children had to pay for everything - playtime cost 5 Reedley pounds! There were opportunities to spend money on luxury activities i.e. Cinema, Cyber Café.
The project had a huge impact on children and staff alike. The children learnt so much about the world of work; it introduced them to new feelings and emotions and gave plenty of enjoyment.
Aughton Christ Church C.E. School (Innovative Practice)
Our school has always tried to encourage children to be aware of other cultures and faiths. Children have been taken on visits to Hindu Temples, mosques, synagogues etc. but as a school in an all white affluent area of the County we realised that we were not giving our children opportunities to really understand the world in which we live. The children were not aware that there are many children who are much less fortunate than themselves and don't have the life chances that they have. The children became aware of this when one of our parents brought into school pictures of a school in Gambia; they were genuinely shocked as to the conditions in the school. We also realised that many of the children were very unaware of the multicultural society that we live in. We felt that although we are situated both close to Liverpool and Preston, our children were not aware of the diverse communities that exist in both of these cities. This all linked together with a link we established four years ago with the Pearl of Africa choir, which has now visited the school three times and somechildren have established links with children in the school in Uganda.
Lordsgate Township C.E Primary School
Our Self -Evaluation Booklet came about after analysis of standards. It revealed a weakness in the transference of writing skills to tasks set outside the Literacy Hour specifically, poor knowledge retention of the features of different genres. Staff felt that the children needed a useful tool by which they could self-evaluate their work and which would also provide a reference guide to help them with their writing. This resulted in the development of our Self-Evaluation Booklet which was designed by staff and then trialled by both staff and children.
The booklet aimed to encourage children to become confident, enthusiastic and accurate in the self-evaluation of their writing, particularly with regards to writing in different genres. We felt that if they achieved this, they would become more aware and take ownership of their areas of strength and weakness.
As a result of the implementation of the booklet, our children display a renewed interest in writing and evaluating, not just their own, but other pupils' work. They are aware of their targets and use their books confidently across all curriculum areas. It has become a valuable assessment tool and reference guide for all staff.
Bleasdale House School (Good Practice)
Red Marsh School (Innovative Practice)
In autumn 08 the creative curriculum was firmly established in KS 1. The first stage in the process was to introduce the creative curriculum into KS 2 and KS 3. The next part was to create a central theme, with each key stage learning about a different aspect. At the end of the term the learning would be celebrated by an event, a visitor or a school journey.
St John's C.E. Primary School (Innovative Practice Award)
Considerable effort was made to cross gender expectations by the selection of male and female speakers working in various job roles e.g. a male pharmacist, a male chef, a male teacher and a female job centre advisor. The children undertook a range of activities and simulations to encourage them to a better understanding of each job role and the requirements of the person undertaking them.
Following successful completion of the scheme/week, the children's self-assessment revealed a significant improvement in their understanding of employment, the range of job roles, and the links between skills, education and job applications. Following evaluation and slight adjustment this approach will be included as a standard part of Year 6 PSHE.
....Engage Children In Learning
Brockholes Wood Community Primary School (Good Practice Award)
...learning environment in the Early Years
Balshaw Lane Primary School (Good Practice)
With the introduction of the revised Early Years Foundation Stage document and as a teacher new to the Reception class, I felt that this was an ideal opportunity to develop the outdoor learning provision in the Foundation Stage.
...the Classroom on the teaching and learning within school.
Lytham Hall Park Primary school (Good Practice)
We have looked at the impacts of 'Learning Outside the Classroom' on the teaching and learning of all children in school. We made the most of opportunities to use resources from the world outside to enhance the children's understanding of the curriculum, making it more meaningful and relevent to children within school.
Moor End C.P. School (Innovative Practice)
At Moor End Community Primary School we have been seeking to develop links with the community and the wider world. Following a trip to Canada by the Headteacher last year, where links were established between our school and Goodfellows Public School in Barrie near Toronto, we recognised an opportunity for Y6 work across the continents using a virtual classroom environment. Another school in Sierra Leonne was also involved.The book "A Little Peace" was used as a starting point for discussion and development of the childrens ideas and images of peace. Using Moor End's constantly improving ICT resources and expertise, we planned to use the project to develop many curricular areas too. As the project had a book as a starting point the links with literacy, speaking and listening, reading and developing writing were strong. The project also involved geography ie the expansion of the children's knowledge of other cultures and aspects of PSHE ie the peace theme. We used the Taking it Global web site and the safe, password protected environment enabled the children to upload photos and captions based on the theme of peace around us. The ICT club proved very popular with children queuing up to join. The results are shared images and written work about concepts of peace between Goodfellows and Moor End via the virtual classroom. The project is ongoing as the possibilities of video making and online chats are planned. This project is an example of community cohesion.
Barnacre Road Primary School (Innovative Practice)
The development of local democracy, by involving pupils from a number of pupil councils in the Longridge Primary School Cluster Democracy Day. To involve directly a variety of councillors from the surrounding community to raise awaremess and empower children in the democratic process.
...a cross-curricular, skillls-based approach
Coates Lane Primary School (Innovative Practice)
The staff felt that teaching QCA units as a 'stand-alone' had become stale and wanted a fresh approach. A number of children were disengaged from their learning, which was making behaviour management more difficult. The fragmentation of the curriculum was the aspect that staff wanted to change. We decided to adopt a thematic approach, as recommended in 'Excellence and Enjoyment', as we felt this would benefit staff and pupils. The staff felt enthusiastic about adopting such an approach and we felt that this would filter down to pupils. In January 2007, we began to plan a 'new' curriculum, to be implemented in September 2007.
... to enrich the learning of all our pupils.
Coppull St John's C.E. Primary School
The SMT and school staff identified the need to further develop creativity within the
... and enhancing the curriculum.
Clifton Primary School
Parklands High School
St. Mary's CE Primary School, Eccleston
Arts week provided our children with a broad and balanced curriculum, to explore and enjoy the freedom of creativity that this approach facilitated. The children are proud of their created work and can remember with great clarity what they have learned through the projects. The whole school created a "Walking on Sunshine, textile design banner, for the hall and an "Every Child Matters" tile design for our entrance hall. Key Stage 1 designed and painted "Sea-creature" murals for our outdoor play area. Parents, Grandparents, teachers, pupils and members of the local community were involved in contributing to these projects. We are also piloting the wider opportunities programme for Lancashire, as part of the Government Music manifesto. Year 4 treated us to a performance in a special assembly. During the week, our infants performed a "Jungle" themed dance, under the tuition of a local Dance Academy. "Vital Connections," soothed and calmed us with their relaxation exercises and Runshaw College students performed "Robin Hood" and excited the juniors by using stage make-up on Key-stage 2 children, transforming them into wounded soldiers! A celebration assembly and a portfolio of work is a lovely reminder of our exciting week!
Ormskirk Asmall Primary School
Asmall Primary has long been committed to creative approaches to learning. However staff felt that creativity had diminished in recent years. We decided to put enjoyment back at the core of our work and consequently revised the curriculum. We wanted our school to 'shout' creativity and for children's learning to be enjoyable and relevant. Our aim was to link curriculum areas, adopt a topic approach where possible, and promote creative thinking in all areas. Teachers were given the freedom to plan using a more cross curricular approach and greater use was made of visits and outside agencies.
West Lancashire Community High School
... and Enthuses Teachers and Pupils
St Thomas the Martyr C.E. Primary School
Led by our newly-appointed headteacher and his vision for taking the school forward, our aim was to develop a broader, balanced and more creative curriculum which enabled the children to make connections between the different aspects of their learning and empowered the teaching staff to take ownership of the curriculum.
... and assess the impact on pupil's attitude to learning
Pear Tree School
In October 06 the Assistant Head attended a one day course called 'Creativity in the Curriculum'. In November this was followed by a staff meeting where the main components of the Creative Curriculum were outlined e.g. joining subjects with strong links. In January 07 Pear Tree Creative Curriculum was launched with a whole school theme based on the books of Roald Dahl. Each class took a different title and where possible linked their Curriculum subjects into the planning.
Shakespeare Primary School - Innovative Practice
We planned a whole school project based around the Olympics to involve our parents in the children's learning. This followed on from a similar, very successful, project on the history of our town the previous year that won us a regional and national award given by PTA-UK for parental involvement.
We held 4, two hour 'Secret' meetings for the parents. At these meetings the parents planned and prepared all the custumes, music, banners, flags etc. for an opening ceremony just like the real Olympic Games. To launch the project in school the parents re-enacted an opening ceremony using the props they had prepared. The Olympic torch was lit and the work began with each class in school being given an Olympic nation to research. This involved aspects of history, geography, art, DT and the learning and recording of a song in the different countries' languages. These were compiled into a CD for parents to purchase.
The parents loved being involved with their children's work in school and after the initial launch came into classrooms to work alongside the children. The children's attention was grabbed by the hook of the opening ceremony and they were very enthusiastic about the whole project and the fact that parents were so interested in what they were doing in school. They had given up their time to create an exciting topic hook for them.