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According of respect, responsibility, equal value

Case Study: Sir William Burrough Primary School (2015)

CULTURES – A positive culture of respect and hope:

The 'You Can Do It' programme at Sir William Burrough keeps levels of confidence and resilience high, and is deeply woven into relationships of respect, tolerance, kindness and courtesy. Its focus is on building the social, emotional, and motivational capacity of young people rather than on their problems and deficits. Its unique contribution is in identifying the social and emotional capabilities that all young people need to acquire in order to be successful in school, experience wellbeing, and have positive relationships including making contributions to others and the community.

*see full Case Study in the 'Research and Resources' section


Case Study: St. Nicholas School

CULTURES – broadening while valuing community engagement:

The school has a very inclusive vision and as part of this has linked with four mainstream secondary schools and an FE college. This facilitates wider opportunities for the pupils of the school and community engagement. The school also provides outreach support to all of the schools in the locality for pupils with learning difficulties. The school values diversity and difference and respects the contributions and efforts all of the pupils make towards creating a vibrant learning community. The school uses schemes such as the Duke of Edinburgh's Award, residentials and community based learning to challenge our pupils and build confidence, safe risk taking and success.

*see full Case Study in the 'Research and Resources' section


Case Study: Stantonbury Campus, Milton Keynes (1985)

CULTURES – a culture of connecting students and teachers.

Stantonbury placed an emphasis on developing relationships between students and teachers.

First names were introduced for everybody on Campus, students, teachers, support staff, caretakers and cleaners. There was no uniform and a refreshing absence of bells. First names were to symbolize this quality of informality and mutual respect; although there would still be the same expectations regarding norms of behaviour and effort. Collaboration, not competition, was an overriding value. For teachers and students there was an emphasis of working in teams alongside the sharing of resources.

*see full Case Study in the 'Research and Resources' section


Case Study: The Reggio Emilia Approach

CULTURES – a culture of respect for the child

Central to the practice of all Reggio Schools is the vision of the child as 'unique, competent and powerful'. From a very early age children are seen as 'capable of making meaning from their daily life experiences through mental acts of planning, coordination of ideas and abstraction'. Reggio teachers believe on the basis of close observation and recorded documentation that a child's knowledge is built up through social interaction and cooperation and the autonomous exploration of his or her own world.

"Children are moved by an unlimited curiosity and by a great and innate desire to know and to discover. This extraordinary desire to investigate reality must be made visible and helped to grow and develop without being imprisoned in pre-constituted models based on programmed formalisation". - Director of Reggio Schools

*see full Case Study in the 'Research and Resources' section


Case Study: Madeley Court School (1977-83)

CULTURES – education as a lifelong process of personal transformation

The vision of Henry Morris, founder of the Cambridgeshire Village Colleges, was to be realised at Madeley Court by integrating the school with the local Recreation Centre forming the Madeley Education and Recreation Centre thereby abolishing the separation of education from ordinary life and ensuring that all members of the local community participated in lifelong education. It was a school in which every child as held to be of equal value and learning in a context of sharing. A school which believed in the potential of personal transformation for every child in a lifelong process. Within this organic educational entity the individual child would find security and the possibility of personal growth and transformation.

*see full Case Study in the 'Research and Resources' section

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