In December 2018, Chesterfield High School was accredited with the NACE Challenge Award, in recognition of school-wide high-quality provision for more able learners within a context of challenge for all. Gemma Quinn, Director of Learning for MFL and Challenge Lead, explains why the school decided to focus on raising aspirations, and key steps taken in achieving this.
 
At Chesterfield High School, our students and staff have wholeheartedly benefited from using the NACE Challenge Framework and from NACE visits to school. We fully understand that the majority of a learner’s time in school is spent in the classroom, and therefore it is essential that our provision provides all learners with opportunities for challenge.
 
However, we identified an area beyond the classroom as a key area for development. We wanted to ensure learners go outside their comfort zone, build resilience and take intellectual risks to fully prepare them for life after school. We carried out pupil voice, analysed our data, and we determined that not only did we want students to be inspired to learn in school, but we also wanted to raise aspirations to enable greater transition into the sixth form and beyond.
 
Using the six key elements of the NACE Challenge Framework, we identified three areas – curriculum, teaching and support; communication and partnership; and monitoring and evaluation – as key to developing our provision for, and raising the aspirations of, our learners.
 
For other schools seeking to raise aspirations, we would recommend the following steps:

1. Listen to learners

We collected pupil voice through anonymous questionnaires and pupil interviews. This highlighted some great strengths, such as our ability to listen and take account of the views of our more able learners within a wider context and our ability to increase parental responsibility in supporting their child’s learning outside of school.
 
We are passionate about celebrating all learners’ achievements and strengths in an environment where both staff and learners have high expectations of themselves and of one another. However, by listening to learner feedback we recognised that we needed to provide our learners with greater opportunities to experience the world beyond the classroom to support further success.

2. Embed a whole-school approach

We set actions in place to develop our curriculum to offer breadth, depth and flexibility. We increased our enrichment resources and wider learning opportunities for all, with a focus on raising the aspirations of our learners.
 
In working towards the NACE Challenge Award, our fundamental aim was to ensure that the school’s vision and ethos are at the heart of everything that happens – to ensure “for everyone the best”. To ensure this was implemented across the school, we identified a Challenge Lead Representative. It was envisaged that the Challenge initiative would strengthen the school community’s drive to promote, actively witness and celebrate the progress and achievement of more able learners. As a result, highly able pupils (HAPs) will be motivated to succeed and to participate in all learning opportunities that will positively nurture their academic and personal growth.

3. Involve staff at faculty level

We also identified a HAP Representative in each faculty area, who reported to the whole-school Challenge Lead Representative. The key objectives of the HAP Representatives are to ensure that the achievement and progress of HAPs are consistently monitored and celebrated within their faculty area. Representatives also help to develop their faculty’s approach to HAP teaching and learning in line with whole-school teaching and learning initiatives, thus leading to improved progress and attainment.
 
We created a subject attributes document which included three key strands for each individual subject area. These included characteristics of a HAP, activities that HAPs should do, and how parents can support HAPs.*

4. Provide inspiring examples and role models

We invited an ex-student who is now studying at Cambridge University into school. She was able to give staff a greater understanding of her school experience and how we guided and prepared her for university life. Through discussions, she inspired current learners to think beyond their original choices and to aim for Russell Group universities and Oxbridge. She was also open to keeping in touch with students to mentor and address any questions they had.
 
In addition, we allocated learners with an aspirations mentor who was able to advise them on the application process and subject choices at A-level to maximise their chances of getting a university place. Learners also took part in mock interviews with volunteers in the community in their chosen field of work or study, which increased their confidence and helped to develop their oracy skills.
 
Visits out to universities, including trips to open days’ and residential trips were promoted through our Challenge Lead Representative. Students visited universities around the country and applied for the prestigious Cambridge Shadowing Scheme.

We are proud…

Using the Challenge Framework helped us to identify our strengths and areas for development in more able provision. Through the action plan created as part of our work with the framework, we highlighted actions and the intended impact of these on target groups of learners. We are extremely proud of the steps we have taken to ensure our more able provision allows all our learners to have the best possible life chances.
 
Gemma Quinn is the Director of Learning for MFL and the Challenge Lead at Chesterfield High School. She is an experienced teacher of French and Spanish to KS5 and a skilled coach and mentor. Gemma enjoys working with various subject leaders across the school to improve learner outcomes and looks forward to continuing to support them in the future.

*To view Chesterfield High School's HAPs subject attributes document, log in to our members' resource library and go to the "Identification & transition" section.

NACE member and Challenge Award holder Llanfoist Fawr Primary School has developed a whole-school approach to character education, drawing on its use of the NACE Challenge Framework alongside the SkillForce Prince William Award. Headteacher Jon Murphy explains why the school believes so strongly in character education as a prerequisite for both wellbeing and academic success.

Why focus on character education?

Character education is not an add-on: it is essential for all young people, and the remit of all educators. Schools have a crucial role in preparing young people to withstand the pressures that life presents, to respond resiliently to setbacks and challenges, and to make informed decisions to shape their future lives. Character education provides the toolbox that will allow them to do so.

At Llanfoist Fawr Primary School, we also firmly believe that nurturing non-academic attributes such as resilience, determination and teamwork is a prerequisite to sound learning. Learning only takes place if the conditions are right and children can cope with the pressures and challenges thrown up by school and life beyond school. And until an individual knows themselves and feels happy in their own skin, they cannot fully realise what they are capable of.

Developing a whole-school approach to character education has unequivocally proved to us that this kind of holistic development is essential in preparing children to become effective learners in all areas, be it academic, sporting, artistic, cultural, spiritual, musical or social. 

This goes hand in hand with our use of the NACE Challenge Framework – recognising the importance of character education as a foundation for all learners to develop and achieve at the highest levels of which they are capable.

What does character education look like at Llanfoist Fawr?

There is no single method for developing character-based curriculum provision. At Llanfoist we have aligned our character education work with the NACE Challenge Framework and with the SkillForce Prince William Award (PWA), for which we were selected as a pilot school. The PWA and NACE Challenge Framework complement and enhance each other perfectly, ensuring challenge for all.

External PWA instructors provide whole-class sessions, each exploring a character attribute or “guiding principle” such as reliance, courage or passion. The PWA explores 28 guiding principles through five key themes – personal development, relationships, working, community and environment – using experiential learning. Children engage in practical skills-based activities and are encouraged to review their actions and behaviour in accordance with the guiding principles.

How is this integrated with other areas of learning?

Character development is not a standalone programme and will not succeed as such; it will only succeed in developing productive character traits if it is an integral part of everything we do and everything we believe in. 

Once a guiding principle and its associated behaviours have been taught in a PWA session, children are encouraged to use and apply that character skill across the curriculum. At every opportunity the class teacher reinforces the principles and applies them to other areas of learning. 

The impact can be seen in every lesson; we see children become more resilient, self-regulating and develop self-belief. The guiding principles and associated behaviours become second nature as learners assimilate, value and live them.

What has been the impact for more able learners, and all learners?

Developing character has transformed the life chances of many of our pupils, including the more able, helping to equip them with the social, emotional and academic skills needed to succeed.

As with many of the most effective influencers in education, the impact cannot be measured in a number or score. The results have been seen in the children’s improved emotional health, wellbeing and view of themselves; the happiness they gain through productive learning; the self-belief and confidence that positively radiates from young people who are comfortable in their own skins and daring to be their “best selves”. 

Character development allows learners to discover previously untapped inner strength, skills, talents and self-belief. It has empowered children in our school to understand how best to lead their own learning, to make strong moral choices and to be confident, independent decision makers. Our more able realise what potential they have and are enthusiastic engaged leaders and learners who thrive on the challenges and opportunities afforded them.

As a school we seek innovative, creative and fun approaches to curriculum delivery with guaranteed high-impact learner outcomes. Developing character education has delivered on all fronts. 

Why should we care?

What is “science capital”?

How can science capital research be used?

At the Science Museum, we’ve been using science capital research to reflect on how we develop and shape our learning programmes and resources for schools and families. The research also underpins the training we deliver for teacher and science professionals through our new Academy.

For schools, the researchers have developed a science capital teaching approach that can be used with any curriculum.

The research suggests a science capital-informed approach can have the following benefits for learners:

• Improved understanding and recall of science content
• Recognising the personal relevance, value and meaning of STEM
• A deeper appreciation of science
• Increased interest in/pursuit of STEM subjects and careers post-16
  
• Improved behaviour
  
• Increased participation in out-of-school science activities
  

Ready to get started? Discover five ways to help young people develop science capital.

Additional reading and resources:

• The science capital teaching approach: Engaging students with science, promoting social justice
• Science Museum Group Academy – training and resources for teachers

Beth Hawkins is the Science Museum Group (SMG) Academy Manager. She has been working in formal and informal science education for over 22 years, including roles as head of science in two London schools. Since joining the Science Museum, she has developed and delivered training to teachers and STEM professionals nationally and internationally, and led many of the SMG’s learning research to practice projects. The Science Museum Group Academy offers inspirational research-informed science engagement training and resources for teachers, museum and STEM professionals, and others involved in STEM communication and learning.

“Character” may be the latest buzzword in education – but it’s long been at the core of the NACE Challenge Framework, as NACE Challenge Award Adviser Elaine Ricks-Neal explains…

Increasingly schools are focusing on the development of “character” and learning dispositions as performance outcomes. Ofsted is also making it clear that it will look more at how well schools are developing resilient, well-rounded, confident young learners who will flourish in society.

The best schools, irrespective of setting, have always known the importance of this. And this focus on character has long been at the heart of the NACE Challenge Framework – a tool for school self-review and improvement which focuses on provision for more able learners, as part of a wider programme of sustainable school improvement and challenge for all.

Here are 10 key ways in which the Framework supports the development of school-wide approaches, mindsets and skills for effective character education:

1. “Can-do” culture

The NACE Challenge Framework embeds a school-wide “You can do it” culture of high expectations for all learners, engendering confidence and self-belief – prerequisites for learning.

2. Raising aspirations

The Framework challenges schools to raise aspirations for what all learners could achieve in life, irrespective of background. This is especially significant in schools where learners may not be exposed to high levels of ambition among parents/carers.

3. Curriculum of opportunity

Alongside a rich curriculum offer, the Framework asks schools to consider their enrichment and extracurricular programmes – ensuring that all learners have opportunities to develop a wide range of abilities, talents and skills, to develop cultural capital, and to access the best that has been thought and said.

4. Challenge for all

At the heart of the Framework is the goal of teachers understanding the learning needs of all pupils, including the most able; planning demanding, motivating work; and ensuring that all learners have planned opportunities to take risks and experience the challenge of going beyond their capabilities.

5. Aspirational targets

To ensure all learners are stretched and challenged, the Framework promotes the setting of highly aspirational targets for the most able, based on their starting points.

6. Developing young leaders

As part of its focus on nurturing student voice and independent learning skills, the Framework seeks to ensure that more able learners have opportunities to take on leadership roles and to make a positive contribution to the school and community.

7. Ownership of learning

The Framework encourages able learners to articulate their views on their learning experience in a mature and responsible way, and to manage and take ownership of their learning development.

8. Removing barriers

The Framework has a significant focus on underachievement and on targeting vulnerable groups of learners, setting out criteria for the identification of those who may have the potential to shine but have barriers in the way which need to be recognised and addressed individually.

9. Mentoring and support

Founded on the belief that more able and exceptionally able learners are as much in need of targeted support as any other group, the Framework demands that schools recognise and respond to their social and emotional and learning needs in a planned programme of mentoring and support.

10. Developing intrinsic motivation

Beyond recognising individual talents, the Framework promotes the celebration of success and hard work, ensuring that learners feel valued and supported to develop intrinsic motivation and the desire to be “the best they can.”

Find out more… To find out more about the NACE Challenge Development Programme and how it could support your school, click here or get in touch.

Gail Roberts, More Able and Talented Coordinator at Llanfoist Fawr Primary School, shares a simple but effective activity to engage and challenge all learners – combining mathematics, oracy, collaborative working and more…

Facilitating learning, rather than directional teaching, not only ensures children take ownership, it also opens the floodgates to more able learners. Obviously it is vital to choose an effective challenging task and teach the skills they need beforehand, in order for learners to access the experience fully and develop it further through ongoing evaluation.
 
In the past at school, children may have brought cakes in from home to sell as an enterprise activity. Although this is usually an enjoyable experience, it isn’t a true representation of the profit and loss of running a business, and fails to optimise on additional opportunities for learning.
 
In this alternative activity, I ask learners to work in teams to make 3D shapes and then come up with a plan to sell them. This gives them a tangible experience, a determination for gaining information about shapes, and a chance to make choices which they can then witness the effects of at first-hand.

Develop key skills and understanding

From two weeks before the planned “sale day”, I encourage learners to consider the skills they will need and provide opportunities for them to develop these. Identified skills include:

• Persuasive language – learners are challenged to think of sentences that will entice people to stop at their stall, come up with a catchy jingle or slogan, etc.
• Negotiation – bartering on prices for the shapes.
• Understand profit and loss and interest.
• How to keep a record of the accounts, on paper or electronically.
• Elect leaders of the group and allocate team members.
• Sell using at least two languages.
• Working effectively as a team toward a shared aim.

Teaching the children how to formulate the boxes on a spreadsheet is easy, if you have previously taught coordinates. When spoken about in simple terms, profit and loss can be seen by every child. Allowing more able learners to formulate the spreadsheet gives them the opportunity to make it as complex as they want, while the opportunity to develop a business plan allows more able business minds to shine.
 
Giving learners time to think and plan for the sale day ensures that ideas can be evaluated and developed, and allows the group to come together as a team.

Replicate real-life challenges

The activity can also be used to help learners develop their understanding of real-life business processes and challenges, including:

• Premises to rent – every 15 minutes learners must pay rent for their stall; if late, they incur a fine.
• Property maintenance – fines incurred for untidy stalls.  
• Marketing – stalls decorated to attract customers.
• Interest rates – opportunity to start business with a loan, which must be paid back with interest.

Allow learners to shape the activity

The learning can be further enriched by inviting learners to suggest rules for the running of the activity. For example:

• When buying, be willing to pay more if learners can answer questions on the properties and names of the shapes, and if well-made or decorated.
• If someone in the group is not working efficiently, allow the team leader to give a warning or sanction.

Over many years of facilitating this kind of learning, the outcome has never been the same twice. Learners think of things that I would never have come up with. For example, this year they discussed ideas to test individual skills and allocate jobs based on ability, rather than simply getting every team member to cut, decorate, stick and sell. They discussed ideas about firing those who weren’t working hard enough, buying other teams’ products and selling them on at a profit, buying another table to expand their company, and researching language patterns and properties of shapes in order to sell to a broader audience knowledgeably.

What learners say…

While the summary above is hopefully sufficient to allow you to run a similar activity in your school, the impact is best expressed in the words of learners themselves:
 
“I thought this was an excellent idea for learning. Without realising it, we were making many cross-curriculum links, especially between maths and oracy. We were using strategies for problem solving and working as a team. We were having fun but learning at the same time.”
 
“I think learning in this way makes it easier to learn, because we are learning important things, but at the same time having fun. I prefer learning this way. I like being in charge of my own learning, thinking outside of the box, rather than being told.”
 
“This was a fun, challenging and exciting learning environment. This made it easier to remember the skills we needed and to use them effectively.”
 
“At the start of the challenge I didn’t have a clue what a spreadsheet was, but I enjoyed the challenge and felt proud that I could format the whole sheet myself and code new boxes when I needed to.”
 
“Communicating in a different language was challenging. However, it helped me to appreciate other people’s struggles to speak English. Our group worked cooperatively, making the most of individual talents.”
 
“It didn’t feel like we were learning. However, reflecting back on what we did, I realise I learnt and used a vast range of new skills.”
 
“It took me a matter of minutes to learn the properties and names of a massive amount of different 3D shapes. This was because I had a real purpose to learn. I was so proud when a visitor asked me questions on the properties and I blew him away with my knowledge and how confidently I was able to answer his questions.” 
 
“It helped me to understand the importance of working as a team. We all had a job to do. These were selected, because we could do that particular thing really well. It made me feel like it was an actual place of work and we were actually doing a ‘job’. Real-life situations like these help me to realise the importance of everyone’s unique abilities.” 

Gail Roberts is the MAT Coordinator, Maths Coordinator and Year 5 teacher at Llanfoist Fawr Primary School in Monmouthshire. She has worked in education since 1980, starting out as an NNEB with children with severe difficulties in basic life skills, and gaining her NPQH in 2007. Llanfoist Fawr gained the NACE Challenge Award in 2017, in recognition of school-wide commitment to high-quality provision for MAT learners within a context of challenge for all.