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Other projects
Behaviour for Learning Intervention: Sensory Diet
( 115 k)
 Posted : 20th May 2015

Red Marsh School - Innovative Practice Award

Sensory Diet forms part of Sensory Integration Therapy, which aims to improve pupils’ self control, interaction with others and the ability to express feelings.  It can help pupils with these difficulties to prepare for learning.

At Red Marsh School the Sensory Diet Intervention was set up for identified pupils, who required support in these areas and aimed to have a positive impact on pupils’ learning.

At the initial stages of Sensory Diet Intervention, pupils were assessed following a set format, with input from the staff who knew them.  Individual daily timetables were then set up consisting of a number of short 1:1 sessions, where a pupil would receive what they needed at identified times of the day in order for them to be ready to learn.

The implementation of Sensory Diet at Red Marsh School has proved beneficial for a wide range of pupils.  Staff have consistently reported that individuals are generally more calm, alert, focused and ready to learn.  


Raising pupil achievement through the development of links between parents, school and the wider community.
( 109 k)
 Posted : 18th May 2015

Heasandford Primary School - Good Practice Award

The project was initially based on the premise that parental engagement has a large and positive impact on children's learning. Also it was important to consider that many of the pupils who attend our school are from diverse cultural backgrounds so there was also a need to encourage parents and school staff to bridge the gap between the culture at home and the culture in school.

The school leadership team gave full support to the project by allowing a teacher to be released for half a day a week to develop home-school links and provide access to support and training for parents and to develop community cohesion.

This has led to a higher number of parents engaging with the school through attending organised workshops, parents evening, joining the governing body and fund raising events. There has been a notable increase in standards where parents have established links with school.

Pupils, parents and staff within school have been extremely positive about the project and it continues to be well supported by the school leadership team. We are looking forward to building on its success.

Burnley Pupil Parliament
( 81 k)
 Posted : 18th May 2015

Heasandford Primary School - Best Practice Award

The Burnley Pupil Parliament was established four years ago to enable local Primary School children to have a united voice relating to issues impacting on the Burnley area. The Parliament embarks on campaigns that positively impact on making Burnley an even better place to live for all members of the community. There are currently 20 Primary Schools involved with the Parliament as well as the Prince's Charities, Children's Trust and Community Engagement Officer. The children have worked together on several successful campaigns.

The Road Safety campaign included children raising the profile of road safety issues, designing posters and logos to be displayed outside schools and hard hitting radio adverts with 2BR and Pendle Radio. Children wanted to feel safe when using the parks and improve them to benefit all members of the community. Their park campaign included repair work being undertaken and policy being changed to allow more adventurous play equipment.

The children have been ambassadors for Burnley's Great War commemoration project and have worked with Burnley Football Club to promote community links. Various fund raising initiatives have been undertaken and the Parliament has donated items to the homeless via the Elizabeth Street Project and Burnley food banks.

Best Practice in promoting Physical Development for Children with Profound and Multiple Learning Difficulties.
( 82 k)
 Posted : 18th May 2015

Pendle View Primary School - Best Practice

The initial vision was to develop a specialism to promote best practice in physical development for children with profound and multiple learning difficulties and this has become successfully embedded within our everyday practice.

The overall focus was to ensure an inclusive environment for all children regardless of their physical ability, by providing opportunities for them to reach their optimum physical potential. More physical independence led to better access to their learning and social environments. By providing a specialised environment and specialised staff, we were able to provide daily physiotherapy sessions for children who required them and begin to incorporate movement opportunities into the classroom throughout the school day. This encouraged staff to think about purposeful movement activities which helped the children to develop their physical independence skills, with or without aids. The specialist provision has successfully developed innovative partnership working with the school's medical support staff of OTs, physios and the school nursing service.

Ensuring all pupils have the opportunity to read
( 101 k)
 Posted : 18th May 2015

Benjamin Hargreaves CE Primary School - Good Practice Award

Following an Ofsted report in September 2013 that highlighted a need for the whole school to develop reading, we decided to focus upon helping pupils to develop a love of reading through using a range of different approaches. The class teachers developed exciting, innovative reading corners within each classroom to encourage pupils to enjoy reading. We invited highly skilled volunteers to come into school to work with individual pupils and hear readers throughout the school. The volunteers are parents, grandparents, governors, retired teachers and community champions from the local supermarket. Each child was registered at the local library and the pupils now attend the library twice in a half term to choose books. We monitor reading across the school and have pupil progress meetings each half term to discuss the progress and attainment of pupils. This allows swift intervention for any pupil who needs further support with reading and it allows us to challenge more able readers. We provide BRP for a pupil in each class and all the TAs within the school are trained to lead BRP. The positive impact of this has already been noted. A HMI monitoring visit commented that " Pupils have made, on average, 13 months improvement since starting on the programme." We have developed comprehension skills through key questions in pupils' individual home reading records and we encourage parents to ask their child  questions and comment on the progress.

Setting Up and Running a Healthy Cookery Club
( 78 k)
 Posted : 18th May 2015

Trumacar Nursery and Primary School, Good Practice award

I have set up and run a termly cookery club which enables children from Year 2 up to Year6 to use fresh food to follow recipes and prepare both sweet and savoury healthy dishes. The children are able to work independently or in small groups learning skills such as chopping, peeling, weighing etc. They work from a Lancashire Schools Healthy recipe book which they are able to keep so they can make the food again at home. At the end of each term's cookery club the children bring a family member to join in cooking all the recipes made at previous sessions which we all eat together at one big table. Both the children and the parents have told me about food that they have made at home. Walking through the dinner hall the other day a child excitedly showed me some flapjack that he had made in his lunchbox. One Mum was particularly pleased that her son was trying food that he would never have eaten before. Children are always keen to join the club and classteachers say how popular it is.

The development of and access to a high quality...
( 84 k)
 Posted : 16th Jan 2014 website to strengthen communication with parents, governors and the community

Benjamin Hargreaves C.E School - Innovative Practice Award

Following an Ofsted report in September 2013, which highlighted the need for a new school website, we have worked hard in a very short time limit to ensure that we have created and developed a thorough, informative, interesting and imaginative new school website that contains current information, news, advice and support for parents, governors and links to extending learning and links to the local community.


Website address:

'Meaningful Music'
( 84 k)
 Posted : 16th Jan 2014

Great Eccleston Copp C.E. Primary School - Best Practice Award

  • Music was identified as an area for improvement during the cycle 2011/12.
  • The Headteacher, who was an experienced musician, led the changes to create a new music curriculum which was topic related and meaningful to the pupils and to empower members of staff to improve confidence.
  • As a result of these changes, there is now an effective music curriculum which is taught by key members of staff and which is assessed rigorously. 
  • In addition, there is junior choir of more than 25 pupils (including boys) who perform at least 6 times a year to different areas of the community; one class has had keyboard tuition over a term; the juniors attend a classical concert biannually; there is a whole school matrix which highlights peripatetic provision with an aim to ensure that ALL pupils access some form of music in addition to weekly music lessons; worship through song is taught once a week; staff are more confident and pupils perform readily during worship and other events.

Highlights have included one member of staff (who said he could never sing) singing in the corridor and the class of 2013 (Y6) performing to families in end of year productions.

Plot to Plot
( 76 k)
 Posted : 6th Feb 2013

Astley Park School - Innovative Practice Award

  • The project was to encourage parents to work with their children to learn how to grow fruits and vegetables and learn how to cook easy, nutritional and enjoyable food at very low cost using basic ingredients - Giving the whole family a shared interest, light exercise and basic cooking knowledge.
  • The project would also raise awareness of childhood obesity and ways in which this type of activity would help to identify and reduce this at an early age.
  • To start, the families worked together making easy soups and puddings using basic ingredients such as windfall apples and vegetables, Some of which are readily available within the school grounds.
  • They were then shown basic growing skills using a variety of easily obtained containers in which to plant. This was a “hands on” activity and easy to copy at home.
  • The families had lots of fun, made new friends, talked to others and started to enjoy their children.
  • We listened to our members and adapted the club to meet their needs, creating a "drop in" computer club and social events for the families.
  • The impact was staggering, families gained in confidence, worked together and started to enjoy a healthy lifestyle together.
  • During the time that we have been running this scheme, we have been amazed at the difference such a small intervention programme has achieved.  We have taken very small steps, listened to what the club members have had to say and changed or developed as necessary. We introduced an ICT "drop in" for members to learn how to search the internet, make spreadsheets and produce leaflets and promotional materials for events.  The club has gone from strength to strength and we are watching in disbelief as the families are pulling together, laughing together, working together, cooking together, the list goes on and on.  Parents/carers are beginning to enjoy their children, want to be part of what they are doing and most importantly listening to them.
Whole School Olympic Project
( 75 k)
 Posted : 6th Feb 2013

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.


Developing stronger links and communication......
( 87 k)
 Posted : 2nd Feb 2012

between school and parents to support and raise pupil achievement.

Ribby with Wrea CE Endowed Primary School - Good Practice Award

Communication and working in partnership with parents was highlighted as an area to develop when the newly appointed Headteacher came into post in September 2009. The school staffs were keen to address this and to involve parents in the teaching and learning of their children. It was vital to establish positive parental links to support the aims of the school and drive up academic achievement. This was achieved through developing parental workshops, courses, curriculum workshops, establishing new and improved communication techniques and listening and responding appropriately to parental views.

Parental support and communication has developed with positive feedback from parents and children who are showing improvement in their academic success as the school and parents work together to one goal – their children achieving the best they can. From this project the school has seen the success of positive communication and parents are more supportive of school activities, aware of the next step in their child's learning and able to support their children in achieving this.

Supporting children and families in readiness...
( 72 k)
 Posted : 31st Jan 2012

... for learning

New Longton All Saints' Church of England Primary School - Good Practice Award

Some children need additional pastoral support beyond that normally given by the class teacher. For example a child who has had bereavement in the family, a child who has low self-esteem or a child who is having a difficult time at home/ school.

In light of this we wanted to give the children the support they deserve. We trained two members of staff - one in the role of learning mentor and the other as parent support advisor.

A community involvement project developed ....
( 74 k)
 Posted : 6th Jun 2011

.... through an interactive 'Living Museum

Westwood Primary School (Innovative Practice Award)

The focus of the project was to develop the whole school community's interest and enthusiasm for the past. This was achieved in the following ways:

  • The introduction of Historical artefact boxes which are now used by children and their families to discover and discuss events, people and changes in the past.
  • Artefact boxes helped to develop children's interest so that they are able to share their ideas, knowledge and understanding in a variety of purposeful and quality led talk opportunities.
  • Artefact boxes helped to stimulate quality writing experiences and develop meaningful understanding and creative processes involved in being a writer.
  • Family members have become more involved in school life through shared projects and family history.
  • The Living Museum event brought together family members and visitors from the local community. Families contributed artefacts which were displayed in our Victorian tearoom. Children role-played 'Living statues' from familiar periods of history. Families took part in Tudor dancing and enjoyed a lively, interactive Punch and Judy show.
LSA Technology and Performing Arts College Peer Mentors
( 95 k)
 Posted : 6th Jun 2011

LSA Technology and Performing Arts College (Best Practice Award)

Our Peer Mentor scheme was set up to help students make a successful transition from primary school, giving them reassurance that they are supported by their peers so they feel happier and more confident in school and they are able to achieve both socially and academically.

A room is provided every lunchtime where year 7s can talk to Year 8 mentors about problems in school.  They also visit primary schools with their own presentation and answer questions from Year 6.  They are attached to a year 7 form and help on the school's two induction days.

The scheme has expanded to include Sixth Form students as one-to-one mentors of students in years 7 - 10; Year 10s helping with literacy and numeracy in primary schools;  Year 9 students working on-to-one with vulnerable year 7s; year 9 or 10 students trained to do small group work on various topics with students in the year below.  Peer Mentors serve on the school's anti-bullying working party alongside staff.

Many year 7 students come to the mentor room for companionship and/or advice at lunchtime.  Students report increased confidence after working with a one-to-one mentor.  Numbers of reported bullying incidents are decreasing throughout the school.

Creation of a Nurture Group & Establishment of Nurturing ....
( 77 k)
 Posted : 3rd Jun 2011

.... Practices throughout School, including Boxall Profiling.

Broadfield Specialist School (Best Practice Award)

The project began with a four-day training course in Nurturing Principles, run by the Nurture Group Network and attended by the Assistant Headteacher. The course led to a Certificate in the Theory and Practice of Nurture groups (Edge Hill University) - awarded to the AHT in the summer of 2010.

At that time, there was no space in school for a Nurture Room. The AHT then decided to concentrate on raising awareness of nurturing principles and how we could embed these in school.

An INSET training session by AHT in November 2009 raised awareness of some aspects of SEBD, and introduced both the Goodmans SDQ as a potential screening tool, and Boxall profiling as a way of assessment and planning for such pupils. School staff then filled in a feedback form on the training, and some staff filled in Goodmans SDQ forms for certain pupils. The AHT followed some of these up with a Boxall profile and report, which identified strategies.

When a room became available in school in December 2011, it was designated the new Nurture, or "Rock Steady" Room. Three staff members were identified to plan and develop the provision - the AHT, the PSHE co-ordinator and the HLTA responsible for specialised PSHE interventions.

At present there are five pupils in the group, attending for one session each week. They have all participated in the creation of the Nurture group environment, making choices about resources and activities.

Leadership and Management: Excellence in Governance
( 75 k)
 Posted : 16th Feb 2011

Barnoldswick C.E. Primary School (Innovative Practice)

After attending training, three enthusiastic school governors had the idea of creating a password protected website where all members of the governing body could have access to every aspect of school governance they might require in one place.  This website is now used for information and to communicate with each other. The space is an online forum and LCC Governance documentation is available alongside minutes and agendas of meetings.  Prior to meetings, governors discuss the type of information they might require and formulate the questions they wish to ask.  Documentation requiring updating, such as the school brochure, is online in draft form and governors add comments which are then accessed by school staff.
All governors and the Headteacher use this site, impacting upon communication at all levels of Leadership and Management and increasing the capacity of the governing body to fulfil their role.

Maximising the potential of middle ability girls at GCSE
( 83 k)
 Posted : 16th Feb 2011
Priory Sports and Technology College (Good Practice)

Following analysis of the 2009 exam results, we recognised an issue with the attainment of middle ability girls in that small groups were not predicted to achieve their aspirational FFTD targets. We identified two groups of girls showing similar tendencies in the class of 2010.  To maximise their potential we devised an intervention programme built on group and individual mentoring, involving parents and staff and aiming to introduce new ways of tackling issues the girls were experiencing.
The intervention was initially aimed at eight girls however, because members advertised the educational and social benefits they were experiencing, others approached the lead asking to join the group and eventually twenty-two girls undertook the programme.
We tackled issues through the use of web 2.0 technology, mentoring, dealing with barriers to learning such as low self esteem, raising staff awareness, engaging parents and finding creative solutions to problems, and brought about change.
Following the intervention strategies all data showed an improvement in middle ability girlsÂ’ performance in the 2010 summer exams.
We believe that what we did was so successful; we've undertaken a fresh approach to mentoring with a more assertive approach and expanded our work on helping pupils with low self esteem.
Establishing outstanding spiritual development ....
( 87 k)
 Posted : 8th Feb 2011

.... of the children in our school.

Simonstone St. Peter's C.E Primary School (Best Practice)

  • The work focussed upon developing the spiritual development of our learners and the wider school community. This had previously been judged as 'good' in our previous Ofsted/SIAS inspections and we were keen to move from good to outstanding.
  • As a starting point we reviewed our RE, Worship, equal opportunities and behaviour policies and developed a community cohesion policy.
  • All the staff worked very hard to develop the school environment to enhance the spiritual development of the children (this aspect had previously been identified as underdeveloped). New approaches to collective worship were planned to provide thoughtful, reflective, enjoyable learning opportunities to meet the needs of the children in school. We also introduced a regular fortnightly 'Friday Family Worship' assembly which is very well attended by parents and carers.
  • As a school we had identified that the social and moral development of our pupils was good but that we needed to address the cultural development of the children. With the support from the advisor for diversity and cohesion we planned opportunities for this into our curriculum, enhanced resources around the school and achieved 'The Lancashire Race Equality Mark'.
  • The impact of our work is that we were judged to provide 'outstanding' spiritual development for our children (Ofsted May 2010). Visitors frequently comment on the warm friendly welcome they receive, our well behaved children and the strong distinctive Christian Character of the school.
Dads and family men FA coaching qualification
( 80 k)
 Posted : 7th Feb 2011

Lancaster and Morecambe Children's Centre (Innovative Practice)

Targeting services at dads and family men is a key priority for our Children's Centres. In responding to this identified priority, we set up the District Father's Forum to share good practice and pool resources to shape future dad's work delivery. Appletree and Firbank Children's Centres have been providing successful and popular football coaching sessions for children targeted at:

• Promoting healthy lifestyles.
• Raising attainment in: PSE, CLL and Physical Development.
• Encouraging parent/family engagement.

Parental interest and support for this initiative led to a number of dads coming forward to volunteer their help and active involvement. Following a successful application to the Family Learning Fund, we were able to support an FA Coaching Qualification training course. Working together with a range of partner agencies, e.g. the Probation Service, Job Centreplus, the Lancaster and Morecambe Children's Centres recruited 24 male family members on to the course.

Course content included:
1. Equality and Diversity training.
2. Level one Safeguarding training.
3. First Aid certificate training.

Outcomes for dads included:
• Increased take up of Centre services.
• Increased accessing of training.
• Increased understanding of safeguarding and healthy and safety.

For children:
• Increased attendance at Centre sessions.
• Increased social interaction with peers in a safe, stimulating and age  appropriate environment.
• Increased family time with dads and male family members.

Establishing strong links with parents ....
( 78 k)
 Posted : 7th Feb 2011

.... school and pupil progress in the Foundation Stage

Lordsgate Township C.E. Primary School (Innovative Practice)

Assessment in the Foundation Stage was an issue and we were keen not only to improve this but also to involve parents in their understanding of the process.  It was important to establish positive parental links to ensure all parents became involved in their child's progress and development in the Foundation Stage.  Effective communication was essential.  This was established by a 'Taking School Home' book.  Throughout the year both school and home developed strong positive links.  Feedback from parents was very good and enabled us to identify further developments.

Raising standards through collaborative working
( 62 k)
 Posted : 11th Apr 2008

Preston Leadership Improvement Group (Best Practice)

Preston Leadership Improvement Group

This project was designed to raise standards across six secondary schools through collaborative working. Analysis of individual school development plans identified much commonality and, therefore, the schools were able to produce both a Collaborative Plan to address these common goals and a separate Sub-Plan to address individual needs. Most collaborative working centred around the fact that all of the schools had particular areas of expertise and this valuable resource underpinned much of the work undertaken.

Through meticulous planning and matching of needs, this expertise was shared across the Collaborative via a structured programme of Inset, visits and shared activities. This practice provided valuable professional development opportunities for staff at all levels by, for example, leading on a topic or receiving knowledge, support and advice to enhance performance, all of which helped to raise staff self-esteem.

To ensure success, all the schools were totally committed to the principles of collaboration and activities were undertaken in a non-threatening atmosphere based upon mutual trust, support and respect for professional colleagues. Consequently, this sharing process led to improved practice in all of the schools and standards were seen to rise, providing more positive outcomes for the pupils.

The Freedom Programme
( 81 k)
 Posted : 2nd Jun 2010

The Isaac Centre (Innovative Practice)

The Freedom Programme was researched by the Isaac Centre counsellors, who felt there was a great need to address the issue of domestic violence which had been brought up many times during counselling sessions. The FP is a one hour 12-week programme. It is delivered in a group work setting by two qualified therapists who have been trained to facilitate the programme. It is delivered in a way that engages the young people and provokes thought and discussion around domestic violence.
As a result of attending the programme, the girls have a greater understanding of the beliefs held by abusive men and in so doing, recognise which of these beliefs they have/share. It also helps to break the cycle of domestic violence by changing attitudes of young girls about what is right and wrong within relationships. The girls are more aware of the reasons why so many females remain with the abuser; this is beneficial in repairing relationships with female parents that have been affected by domestic violence. In addition, it enables the attendees to recognise potential future abusers and therefore enjoy a healthy and safe equal relationship. And finally it boosts the girlÂ’s self-esteem and the confidence to improve the quality of their lives.

Leading the sustainable schools agenda
( 113 k)
 Posted : 5th Feb 2009

Brabin's Endowed School (Best Practice)

Since September 1999 Brabin's School has been developing environmental education opportunities for all its pupils and has encouraged the local community to engage with and support many of its projects. The school takes full advantage of the close links between environmental education and global awareness, which when engaged with appropriately, supports the developing sustanability agenda known in schools now as 'The 8 Doorways to Sustainabilty. The school's ethos promotes inclusion and participation, with a collaborative approach to many learning opportunities. Local well-being is supported and the global dimension allows our pupils to see the need for new skills if they are to become part of the solution to challenges like climate change.  During the 21st Century Brabins School has introduced intitatives that now clearly relate to different ‘doorwaysÂ’. Some of these have included: taking charge of the school kitchen-providing healthy meals made where ever possible from locally sourced ingredients; reducing engergy consumption and minimalising watse- worthwhile recycling schemes are in place, which are supported by community members and implementing a Travel Plan. In addition, the children have been pro active developing the school grounds and carrying out tasks linked to improving the quality of the building- learning important life-skills along the way.

Click the project titles to download the full case study.
Community Involvement at Pear Tree School
( 59 k)
 Posted : 5th Feb 2008

Pear Tree School (Innovative Practice Award)

• Pear Tree School has successfully involved the local community in a variety of new initiatives, including Parent Drop-In sessions, Baby Massage, Tea Tots and Toast mornings, Seedling sessions (involving integration with Pear Tree Pupils and pre school children from within the local community) Childminders Pop In sessions, Adult learning courses and a regular holiday club for both pupils from Pear Tree and those from the local community.

• The impact has been tremendous: 

  Pupils at Pear Tree School have good role models from the local mainstream and pre-school children. 

  Pear Tree Seedlings help to show our pupils how to behave in a variety of situations. It also works two fold as children from mainstream and the local community become more aware of Special Needs and are more accepting in the outside world.

  The Holiday Club gives our pupils a better understanding of the "Real World", as they mix with their peers from the local Community. It is also good preparation for the future as pupils skills are generalised in a variety of settings.

 We are instrumental in reaching the "Hard to Reach" families through the Adult Learning Courses offered at Pear Tree, including Making Choices and Child Care Learning and Development Certificate. 

Improving Family Wellbeing through the ...
( 55 k)
 Posted : 29th Sep 2008

...‘Schools with Student Social Workers’ Partnership

Casterton Primary School (Innovative Practice Award)

• Two schools in Burnley and one school in Nelson have developed a partnership with UCLAN and the University of Lancaster to provide placements for Social Work

• Students. The students have contributed to a multi-agency approach to pupil and family welfare. They have worked closely with key school personnel (e.g. Learning Mentors and Behaviour Support Workers) and also other agencies (EWS, School Nurses, etc).

• The "Staying Safe" and "Being Healthy" aspects of the ‘Every Child MattersÂ’ agenda are enhanced through the project, with improved community relations, improved pupil attendance and a pro-active approach to pupil and family welfare. The project has also resulted in much closer multi-agency relationships between lead professionals.

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