Kate Peacock, Acting Headteacher at Trellech Primary School, explains how “SMILE books” have been introduced to develop pupil voice and independent learning, while also improving staff planning.

Our vision, here at Trellech Primary, is to ensure the four purposes of the Curriculum for Wales are at the heart of our children’s learning – particularly ensuring that they are “ambitious capable learners” who: 

• Set themselves high standards and seek and enjoy challenge;
• Are building up a body of knowledge and have the skills to connect and apply that knowledge in different contexts;
• Are questioning and enjoy solving problems.

What is a “SMILE Curriculum”?

We have always been very proud of the children at Trellech Primary, where we see year on year pupils making good progress in all areas of the curriculum. Following the publication of Successful Futures and curriculum reform in Wales, the school wanted to embrace the changes and be forward-thinking in recognising and nurturing children as learners who are responsible for planning and developing their own learning. As a Pioneer School, we made a commitment to: 

1. Give high priority to pupil voice in developing their own learning journey.
2. Develop pupil voice throughout each year group, key stage and the whole school.
3. Embrace the curriculum reform and develop children’s understanding.
4. Allow all learners to excel and reach their full potential.
5. Ensure each child is given the opportunity to make good progress. 

These goals have been developed alongside the introduction of SMILE books, based on our SMILE five-a-day culture:

• Standards 
• Modelled behaviour 
• Inspiration 
• Listening
• Ethical

What is a “SMILE book”?

Based on these key values of the SMILE curriculum, the SMILE books are A3-sized, blank-paged workbooks which learners can use to present their work however they choose. They are used to present the children’s personal learning journey. In contrast to the use of books for subject areas, SMILE books show the development of skills from across the Areas of Learning and Experience (AoLEs) in their own preferred style. 

This format enables pupil voice to be at the fore of their journey, while clearly promoting each pupil’s independent learning and supporting individual learning styles. Within a class, each SMILE book will look different, despite the same themes being part of the teaching and learning. Some may be presented purely through illustration with relevant vocabulary, while others develop and present their learning through greater use of text. 

Launching the SMILE books

As a Pioneer School we collaborated with colleagues who were at the same point of their curriculum journey as us. Following this collaboration, we agreed to trial the introduction of our SMILE books in Y2 and Y6 with staff who were members of SLT and involved in curriculum reform. 

In these early stages, expectations were shared and pupils were given a variety of resources to enable them to present their work in their preferred format within the books – enabling all individuals to lead, manage and present their knowledge, skills and learning independently. 

Pupil and parent feedback at Parent Sharing Sessions highlighted positive feedback and demonstrated pupils’ pride in the books. Consequently, SMILE books were introduced throughout the school at the start of the following academic year. For reception pupils scaffolding is provided, but as pupils move through the progression steps less scaffolding is needed; pupil independence increases and is clearly evident in the way work across the AoLEs is presented. 

Staff SMILE planning 

Following the success of the implementation of pupil SMILE books and to ensure clarity in understanding of the Curriculum for Wales, I decided to trial the SMILE book format myself, to record my planning. This helped me to develop greater depth of knowledge and understanding of the Four Purposes, Cross-Curricular Links, Pedagogical Principles and the What Matters Statements for each of the AoLEs. 

During this early trial I wrote each of the planning pages by hand, which enabled me to internalise the curriculum with an increased understanding. Also included were the ideas page for each theme and pupil contributions through the pupil voice page. 

This format was shared with the whole staff and has evolved over time. Some staff continue to write and present planning in a creative form, while others use QR codes to link planners to electronic planning sheets and class tracking documentation. The inclusion of the I Can Statements has enabled staff to delve deeper and focus on less but better.  

Each SMILE medium-term planning book moves with the cohort of learners, exemplifying their learning journey through the school. The investment of time in medium-term planning enables staff to focus on skills development in short-term planning time. This is evident in the classroom, where lessons focus on skills development and teachers are seen as facilitators of learning.

Impact on teaching and learning

Following our NACE Challenge Award reaccreditation in July 2021, it was recognised that the use of SMILE books had a positive impact on pupil voice and the promotion of independent learning for all. Our assessor reported:

SMILE books, which the school considers to be at the heart of all learning, are used by all year groups. Children complete activities independently in their books showing their own way of learning and presenting their work in a range of styles and formats. As a result, even from the youngest of ages, pupils have become more independent learners who are engaged in their learning because they have been involved in the decision-making process for the topics being taught.

The SMILE approach to learning has strengthened pupil voice and given children the confidence to take risks in their own learning by choosing how they like to learn. 

The SMILE approach to learning has created a climate of trust where learners are confident to take risks without the fear of failure and are valued for their efforts. Pupils appreciate that valuable learning often results from making mistakes. 

SMILE promotes problem solving and enquiry-based activities to help nurture independent learning. 

Using SMILE books, independent learning is promoted and encouraged from the youngest of ages. The SMILE approach encourages MAT learners to lead their own learning by equipping them with the skills and knowledge to know how they best learn. As a result, more able pupils are critical thinkers and have high expectations and aspirations for themselves.

Our SMILE approach continues to develop here at Trellech, ensuring the continual development of our learners and independent learners with a valued voice.  

Explore NACE’s key resources for schools in Wales