More Able Learners
At Beaumont Primary School we believe that developing an investigative, problem solving approach to learning, assists pupils to achieve high standards and gain life skills.
We have developed a whole school approach to the teaching and learning of listening and thinking skills and incorporate activities to explicitly teach listening and thinking skills in the curriculum. This promotes social, co-operative and group work skills, as well as independence in individual work.
Day-to-day planning reflects the learning needs of all our children. This is achieved through the differentiation of planning and extended enrichment activities.
‘At Beaumont, we believe that all children can achieve and that achievement is unlimited’……… (School’s mission statement, referring to inclusion of all children)
The school’s role is to identify, encourage and develop all our children’s abilities, working with both children and parents to establish good home/school liaison so that there is a shared awareness of children’s achievements, both within and outside the school arena. We believe that good practice in provision for highly able children is about high quality provision for all children. We recognise that, like all learners, More Able need frequent opportunities to apply their skills and understanding and to develop their knowledge.
Our aim is to ensure suitable provision for more able children in whichever area they show ability, and for the provision to be an integral part of teaching and learning within a culture which is both challenging and enriching. More Able pupils are those who are included in the top 5-10% of any cohort. A More Able register drawing information from every class, is kept across all subjects as part of the provision mapping; this is reviewed and updated regularly as different abilities emerge at different ages, and in different circumstances, so it is essential never to regard a child’s potential as fixed.
Partnership between schools and parents is central to the all-round development of our More Able pupils. Parents recognise that they can support their able child by providing a suitable environment in which their child can study, encouraging good study habits, encouraging their child to take part in worthwhile and varied out-of-school activities and experiences, and being aware that their child will need a variety of skills and experiences to fulfil his / her potential.
Bloom's Taxonomy is a theory which describes different kinds of learning. At Beaumont we consider the academic subjects in the light of Bloom's Taxonomy in order that we get the deepest and most beneficial learning from the subject areas. Bloom's Taxonomy (developed by Benjamin Bloom in 1956 and updated by Anderson and Krathwohl in 2001) says there are different states of learning which happen in the brain during education. We look at the national curriculum very carefully to ensure our learning experiences cover these states equally and ensure a very rich and effective education.
Knowing is concerned with knowing facts.
Understanding is when you can explain these facts or knowledge and talk around a subject.
Applying or Using is when you are able to use the skills and knowledge in your life or learning.
Analysing is when you pull ideas apart to see how they work.
Evaluating is when we judge the usefulness of our learning and estimate our own success.
Creating is a very high form of mental activity, when we take all our learning and skills and use it to make something new ... a poem, a story, a computer code, or a maths problem.
The curriculum is much richer when we teach with these kinds of learning in mind. and we develop our learning around higher order thinking and challenging, engaging learning based on Bloom's research.
English as an Additional Language
Pupils learning English as an additional language do exceptionally well at Beaumont Primary School because the outstanding teaching they receive throughout the school is complemented by high-quality support and a language-rich curriculum. As a result, pupils develop highly advanced writing skills.
Since around 20% of our pupils speak English as an additional language, we have to ensure that all teaching responds to their needs and supports their learning. We use a range of strategies to access the curriculum which, dependent on the learner’s age and stage of English acquisition, include oral rehearsal prior to writing, pre-tutoring, use of home language, visual cues, practical work, and paired or group work. As a result of this consistent approach, our pupils progress to achievement at or beyond national standards in English and Mathematics by the end of Year 6.
All teachers are regarded as teachers of English as an additional language and the support staff, in particular, play an important role in challenging and supporting the pupils. We are careful to distinguish English as an additional language from special educational needs and our approach is flexible to allow children to move to higher level groups when their progress accelerates.