Raising academic standards by giving teachers confidence and autonomy
Written By: Author(s): Miriam Fredrickson
9 min read
Handing back responsibility to teachers is a gradual shift but it can lead to long-lasting change
Headley Park Primary School is a two-form entry community primary school, with 468 pupils including a 52-place nursery. It’s located in a little-known area of Bristol with a static population of largely white working-class families. Despite relatively low income levels, deprivation indicators (and Pupil Premium funding) are low (11%) as only a small percentage rely on benefits.
There is a strong sense of community and children are generally well looked-after and supported. Academic education, however, is not highly valued by many families and life goals are often not aspirational. Sporting achievement tends to be prioritised over academic endeavour.
As a result of this – and years of prioritising sport in the curriculum – the school has an excellent sporting record. Before 2014, we also had a high percentage of children achieving the required standards for English and maths at the end of key stage 2 (KS2). In 2012, 94% of children achieved the required standard in both Engl
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This article was published in August 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
References
- Hart, S., (2004), Learning Without Limits. Open University Press: London.
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