How an inquiry based curriculum can support a diverse community school to prepare pupils for life as citizens in modern Wales.
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Information about the school or provider
St Paul’s Church in Wales Primary is a diverse school situated in the heart of Grangetown. The school is within one of the most economically deprived areas in Wales. Around 48% of the pupils have English as a second language, 9% had additional learning needs at the time of the inspection and 34% of pupils were eligible for free school meals over a three-year average. The school has a 24 place nursery.
Context and background to the effective or innovative practice
The school is at the heart of the community and has a very warm, welcoming ethos. Parents know that the school will work with families to make sure every child reaches their full potential. The school works hard to be an inclusive environment and respects pupils and families from all backgrounds, cultures and abilities. The cultural, ethnic and religious backgrounds of the pupils is diverse and this is reflected in the vision for the school and curriculum, ‘a family of learners who believe, belong and succeed together.’
Description of nature of strategy or activity
When first developing the curriculum, leaders and staff worked together to understand the four purposes. The cultural heritage of the pupils was also considered alongside what that would mean for the children growing up in an ever evolving Wales. The time given to the four purposes significantly influenced the direction of the inquiry based learning that was to follow.
Senior leaders determined what should constitute direct teaching. For example, phonics and computational thinking were some of the areas that were included. Seven strands run though the curriculum, these are the areas that all stakeholders believed would be offered at St Pauls regardless of the inquiry and changing focus. The curriculum threads have been progressively planned throughout all phases. For example, one of the strands is outdoor learning, this encompasses some of the requirements from the Science and Technology AOLE.
When progressing to medium term planning, it was decided to plan three contexts a year so that more time could be given to ensure quality and depth was achieved within learning and teaching. These were led by the knowledge and skills from the three AOLE’s: humanities, science and technology and expressive arts. The school decided that the AOLEs, health and well-being, language literacy and communication, and maths and numeracy would be developed throughout any inquiry that was being planned.
The focus of each inquiry was based on an inquiry led, ‘big question’, underpinned by key concepts. For example, pupils in Year 1 look at leadership through their inquiry question, ‘Can we have community without care?’ The concept is further developed as they move through school, finally looking at the concept again during the science and technology inquiry in Year 6, ‘Just because we can, does it mean we should?’
The school worked alongside the organisation Diversity and Anti-Racist Professional Learning (DARPL) to develop an anti-racist approach to all aspects of learning and teaching. Experiences now have an anti-racist lens. Experiential learning has developed alongside this approach. Visitors have joined the school through Teams and in person and visits have grown exponentially. For inquiries in years 2, 5 and 6, expert witnesses, including a local dancer and an explorer, not only answered questions about their areas of expertise, but they were also asked conceptual questions, such as, ‘What does it mean to belong?’ Community leaders talk to the pupils about community cohesion. Pupil’s interview members of the Senedd about their childhood and how they have a sense of ‘cynefin’.
The school is part of the ‘More in Common’ network that works towards community cohesion. There have been three big events including a community picnic.
Each inquiry is planned with the key concepts at the centre. The teachers place importance on experiences, learner voice, performance of understanding, and taking action. Each class follows the seven stages of the inquiry cycle: tuning in, finding out, sorting out, going further, making connections and taking action. Consistently journaling their findings and reflections.
There is great importance placed on rights of the child and the school is working towards it’s gold award as a Rights Respecting School. The children are aware of their rights and this is an integral part of the school’s ethos and culture.
What impact has this work had on provision and learners’ standards?
Feedback from visitors and monitoring shows that the depth of understanding the pupils have is impressive. Pupils understand the importance of identity. They also know the importance of democracy and advocacy. They understand their rights and can talk confidently about equity. Parents report that the questions children ask at home are more open ended and pupils appear more engaged in their learning at school.
The school reviews its curriculum continuously as it aims to reflect the changing world and community. The impact of mapping key concepts progressively has meant that most pupils make good progress across all area of the curriculum.
How have you shared your good practice?
A joint cluster inset was held at St Paul’s focusing on the impact of an anti-racist lens on an inquiry based curriculum. This inset was also shared with Welsh Government, and a member of the Senedd opened the inset. School leaders have created an anti-racist steering group for the Grangetown local schools. The school has contributed to a DARPL blog and work with DARPL to develop curriculum based digital resource for teachers.