Donna Lee, Headteacher of Nettlesworth Primary School, County Durham

At Nettlesworth Primary School, we believe that learning should be driven by curiosity, confidence, and a love of challenge. Over the past few years, we’ve worked hard to embed a culture of intrinsic motivation, where pupils value learning and feel empowered to take ownership of their progress. Here’s how we’ve done it…

Our vision: learning for growth

From the outset, we made intrinsic motivation part of our school ethos. Our vision statement emphasises resilience, and a place where children are empowered to become active citizens and learners. This message is shared consistently with pupils, staff and parents through assemblies, newsletters and parent workshops. We want everyone to understand that success isn’t about being the ‘best’ – it’s about trying your best, persevering, and growth mindset.

Shifting the focus to mastery

We’ve moved away from language that emphasises performance and competition. Instead, we celebrate progress and effort. Teachers use feedback that highlights strategies and perseverance rather than innate ability. For example: “You worked hard to solve that problem” instead of “You’re clever”. This approach helps pupils see learning as a journey.

Embracing challenge and productive struggle

At Nettlesworth, we encourage pupils to see challenge as an opportunity. Teachers model how mistakes lead to growth, and pupils regularly share what they learned from errors during plenaries. This builds resilience and confidence – key ingredients for intrinsic motivation. Teachers encourage children to proofread and edit their work in all subjects from Reception to Year 6 to enhance their learning.

Giving pupils autonomy and choice

We provide opportunities for pupils to make decisions about their learning, whether it’s selecting a project topic, choosing how to present their work, or deciding the next step in a problem-solving task. Even small choices – like picking a reading book – help pupils feel ownership and engagement. Children are encouraged daily to self-assess and peer-assess their work.

Connecting learning to real purpose

We make learning meaningful by linking it to real-world contexts and pupils’ interests. For example, in maths, pupils budget for business enterprise events or fair trade tuck shops held at school. In literacy, they write letters to authors and MPs. In science, they investigate environmental issues affecting our area. When pupils understand the ‘why’ behind learning, they engage more deeply and take pride in their work.
Teachers as role models for lifelong learning

Our staff share their own learning journeys with pupils. Whether it’s a new skill, a book they’re reading, or a professional course, teachers model curiosity and growth. This reinforces the message that learning doesn’t stop at school – it’s a lifelong adventure.

Moving beyond rewards

While we still celebrate achievements, we’ve reduced reliance on external rewards like stickers and certificates. Instead, we focus on feedback that emphasises effort and reflection. Pupils set personal goals and track their progress, developing pride in their own growth rather than depending on external validation.

Embedding this culture across our school

Building intrinsic motivation isn’t just about classroom practice – it’s a whole-school approach. Here’s what we’ve done:

• Professional development: staff training on growth mindset and autonomy-supportive teaching.
• Curriculum design: opportunities for choice, challenge and real-world connections (you can read more about our curriculum here).
• Parental engagement: workshops and newsletters to help parents reinforce intrinsic motivation at home.
• Monitoring and reflection: pupil voice surveys and staff discussions to review progress and identify next steps.

The impact

We’ve seen pupils become more confident, resilient and engaged. They approach challenges with enthusiasm and understand that mistakes are part of learning. This culture prepares them not just for tests, but for life – equipped with curiosity, independence and a love of learning.

Is developing intrinsic motivation a priority for your school? Join us at the next NACE member meetup (16 June 2026) for a day dedicated to sharing effective ways to build intrinsic motivation at all phases of learning.

About the author

Donna Lee is committed to the highest standards of teaching and learning and believes that all children deserve teachers who believe in them and have high expectations of all. She has been an Inclusion Coordinator for over 25 years; inclusion and individualised learning were the focus for an MA in Special Educational Needs and NPQH. Donna believes you work in partnership with parents to develop a school where no one fails; every child leaves having identified a talent, a skill, an intelligence through which they can become whatever they want to be. She shares this belief and expertise through network meetings and conferences throughout the North East. 

In 2013-2014, Donna led Nettlesworth Primary School as Acting Deputy Headteacher in obtaining the NACE Challenge Award for the first time. She then became Headteacher of the school in January 2018, immediately leading the team through an Ofsted inspection, where they continue to be a good school. She has also led the school through NACE re-accreditation assessments in July 2018, July 2021 and 2024 – now as a NACE Ambassador School.