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LLooookkiinngg BBeeyyoonndd tthhee CCllaassssrroooomm.. 
CCoommmmuunniittyy EEnnggaaggeemmeenntt aanndd SSoocciiaall EEnntteerrpprriissee ffoorr aa WWhhoollee EEdduuccaattiioonn 
aatt CCoottggrraavvee CCaannddlleebbyy LLaannee SScchhooooll.. 
PPeettee WWiillkkeess && PPaauull GGooooddmmaann 
Cotgrave CCCoootttgggrrraaavvveee CCCCaaaannnnddddlllleeeebbbbyyyy LLLLaaaannnneeee SSSScccchhhhoooooooollll
BBaacckkggrroouunndd 
 PPiitt VViillllaaggee 
 DDeepprriivvaattiioonn 
 33 SScchhooooll 
aammaallggaammaattiioonn 
 NNeeww ffaacciilliittyy 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
CChhaalllleennggeess 
 SSttaannddaarrddss 
 AAmmaallggaammaattiioonn 
 EEnnggaaggee aanndd uunniittee ccoommmmuunniittyy 
 RRaaiissee aassppiirraattiioonn iinn ccoommmmuunniittyy 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
Parents need to hold high aspirations and expectations for their children 
and schools need to work in partnership with parents to make their 
expectations appropriately high and challenging, and then work in 
partnership with children and the home to realise and even surpass these 
expectations. 
Visible Learning – A synthesis of over 800 meta analyses relating to achievement – John Hattie 2009 
Children in a family with a ‘high’ socio economic status will outperform children in 
a family with ‘low’ socio economic status by 7months. 
Toolkit of Strategies to Improve Learning - Summary for Schools Spending the Pupil Premium - Professor Steve Higgins, 
School of Education, Durham University - 2011 
The home learning environment and the nature of parental involvement 
have a greater influence on achievement than variation in schools. 
The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A 
Literature Review - Professor Charles Desforges with Alberto Abouchaar
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
PPaarreennttaall EEnnggaaggeemmeenntt 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
IInnvvoollvviinngg ppaarreennttss iinn oouurr sscchhooooll 
 CCoommmmuunniittyy SSoocciiaall EEvveennttss 
 BBiigg FFaammiillyy BBrreeaakkffaasstt 
 FFaammiillyy LLuunncchh 
 OOppeenn sseessssiioonnss 
 FFaarrmm 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
SSuuppppoorrttiinngg ppaarreennttss ttoo ssuuppppoorrtt tthheeiirr cchhiilldd 
 SSttrruuccttuurreedd CCoonnvveerrssaattiioonnss 
 FFaammiillyy LLeeaarrnniinngg 
 AAdduulltt LLeeaarrnniinngg 
 PPaarreennttiinngg pprrooggrraammmmeess 
 CCuurrrriiccuulluumm ooppeenn sseessssiioonnss aanndd wwoorrkksshhooppss 
 JJoobb CCeennttrree PPlluuss,, CCiittiizzeennss AAddvviiccee 
 AApppprreennttiicceesshhiippss 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
PPaarreennttss aass ppaarrttnneerrss 
 PPaarreennttaall VVooiiccee 
 FFrriieennddss ooff CCaannddlleebbyy LLaannee 
 PPaarreennttss FFoorruumm 
 PPaarreenntt VVoolluunntteeeerrss 
 IInnppuuttttiinngg iinnttoo kkeeyy ddeevveellooppmmeennttss 
 UUttiilliissiinngg ppaarreennttss sskkiillllss 
 HHoommeewwoorrkk 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
SSuuppppoorrttiinngg oouurr ppuuppiillss lleeaarrnniinngg bbeeyyoonndd tthhee ccllaassssrroooomm 
 BBrreeaaddtthh ooff ooppppoorrttuunniittiieess 
 MMeeeettiinngg tthhee nneeeeddss 
 TTaarrggeetteedd ffuunnddiinngg 
 TThhee CChhiillddrreenn''ss UUnniivveerrssiittyy 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
VVaalluueess 
RReessppoonnssiibbiilliittyy 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll 
PPeerrsseevveerraannccee 
CCrreeaattiivviittyy 
AAssppiirraattiioonn 
CCoonnffiiddeennccee 
PPrriiddee 
FFuunn
CCaannddlleebbyy LLiiffee 
CCaannddlleebbyy LLaannee EEnntteerrpprriissee,, CCoommmmuunniittyy aanndd SSkkiillllss 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll 
CCuurrrriiccuulluumm.. 
SShhaappiinngg sscchhooooll ccuullttuurree aanndd eetthhooss aarroouunndd oouurr cchhiillddrreenn’’ss nneeeeddss
CCaannddlleebbyy LLiiffee GGoovveerrnniinngg BBooddyy 
Governing Body 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
EEnntteerrpprriissee 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
CCoommmmuunniittyy 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
SSkkiillllss 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
Look back with pride 
and forward with 
confidence! 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
Discussion 
How do you support the Whole Child 
beyond the classroom? 
How do you engage parents to support 
the Whole Child? 
How does your curriculum support the 
Whole Child? 
Cotgrave CCaannddlleebbyy LLaannee SScchhooooll

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5th Annual Conf. | Harnessing community engagement to provide a whole education at Candleby Lane Primary School

  • 1. LLooookkiinngg BBeeyyoonndd tthhee CCllaassssrroooomm.. CCoommmmuunniittyy EEnnggaaggeemmeenntt aanndd SSoocciiaall EEnntteerrpprriissee ffoorr aa WWhhoollee EEdduuccaattiioonn aatt CCoottggrraavvee CCaannddlleebbyy LLaannee SScchhooooll.. PPeettee WWiillkkeess && PPaauull GGooooddmmaann Cotgrave CCCoootttgggrrraaavvveee CCCCaaaannnnddddlllleeeebbbbyyyy LLLLaaaannnneeee SSSScccchhhhoooooooollll
  • 2. BBaacckkggrroouunndd  PPiitt VViillllaaggee  DDeepprriivvaattiioonn  33 SScchhooooll aammaallggaammaattiioonn  NNeeww ffaacciilliittyy Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 3. CChhaalllleennggeess  SSttaannddaarrddss  AAmmaallggaammaattiioonn  EEnnggaaggee aanndd uunniittee ccoommmmuunniittyy  RRaaiissee aassppiirraattiioonn iinn ccoommmmuunniittyy Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 4. Parents need to hold high aspirations and expectations for their children and schools need to work in partnership with parents to make their expectations appropriately high and challenging, and then work in partnership with children and the home to realise and even surpass these expectations. Visible Learning – A synthesis of over 800 meta analyses relating to achievement – John Hattie 2009 Children in a family with a ‘high’ socio economic status will outperform children in a family with ‘low’ socio economic status by 7months. Toolkit of Strategies to Improve Learning - Summary for Schools Spending the Pupil Premium - Professor Steve Higgins, School of Education, Durham University - 2011 The home learning environment and the nature of parental involvement have a greater influence on achievement than variation in schools. The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review - Professor Charles Desforges with Alberto Abouchaar
  • 6. PPaarreennttaall EEnnggaaggeemmeenntt Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 7. IInnvvoollvviinngg ppaarreennttss iinn oouurr sscchhooooll  CCoommmmuunniittyy SSoocciiaall EEvveennttss  BBiigg FFaammiillyy BBrreeaakkffaasstt  FFaammiillyy LLuunncchh  OOppeenn sseessssiioonnss  FFaarrmm Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 8. SSuuppppoorrttiinngg ppaarreennttss ttoo ssuuppppoorrtt tthheeiirr cchhiilldd  SSttrruuccttuurreedd CCoonnvveerrssaattiioonnss  FFaammiillyy LLeeaarrnniinngg  AAdduulltt LLeeaarrnniinngg  PPaarreennttiinngg pprrooggrraammmmeess  CCuurrrriiccuulluumm ooppeenn sseessssiioonnss aanndd wwoorrkksshhooppss  JJoobb CCeennttrree PPlluuss,, CCiittiizzeennss AAddvviiccee  AApppprreennttiicceesshhiippss Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 9. PPaarreennttss aass ppaarrttnneerrss  PPaarreennttaall VVooiiccee  FFrriieennddss ooff CCaannddlleebbyy LLaannee  PPaarreennttss FFoorruumm  PPaarreenntt VVoolluunntteeeerrss  IInnppuuttttiinngg iinnttoo kkeeyy ddeevveellooppmmeennttss  UUttiilliissiinngg ppaarreennttss sskkiillllss  HHoommeewwoorrkk Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 10. SSuuppppoorrttiinngg oouurr ppuuppiillss lleeaarrnniinngg bbeeyyoonndd tthhee ccllaassssrroooomm  BBrreeaaddtthh ooff ooppppoorrttuunniittiieess  MMeeeettiinngg tthhee nneeeeddss  TTaarrggeetteedd ffuunnddiinngg  TThhee CChhiillddrreenn''ss UUnniivveerrssiittyy Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 11. VVaalluueess RReessppoonnssiibbiilliittyy Cotgrave CCaannddlleebbyy LLaannee SScchhooooll PPeerrsseevveerraannccee CCrreeaattiivviittyy AAssppiirraattiioonn CCoonnffiiddeennccee PPrriiddee FFuunn
  • 12. CCaannddlleebbyy LLiiffee CCaannddlleebbyy LLaannee EEnntteerrpprriissee,, CCoommmmuunniittyy aanndd SSkkiillllss Cotgrave CCaannddlleebbyy LLaannee SScchhooooll CCuurrrriiccuulluumm.. SShhaappiinngg sscchhooooll ccuullttuurree aanndd eetthhooss aarroouunndd oouurr cchhiillddrreenn’’ss nneeeeddss
  • 13. CCaannddlleebbyy LLiiffee GGoovveerrnniinngg BBooddyy Governing Body Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 16. SSkkiillllss Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 17. Look back with pride and forward with confidence! Cotgrave CCaannddlleebbyy LLaannee SScchhooooll
  • 18. Discussion How do you support the Whole Child beyond the classroom? How do you engage parents to support the Whole Child? How does your curriculum support the Whole Child? Cotgrave CCaannddlleebbyy LLaannee SScchhooooll

Editor's Notes

  1. Cotgrave rural, super pit, large number of social housing. Pit disappeared, social issues developed. High un employment, crime deprivation. Divide in the village. 3 schools, pit kids non pit kids. Contributing to the divice. Decision to amalgamate. Old School New School, lovely facilitaty
  2. Pete
  3. Paul Key to raising aspirations getting parents engaged and involved. 3 stage process Involvement – parents eve, PTA, informal – one way Support – how can we support parent so to ensure they are best placed to support their child This leads to true partnership where school and parents are working closely together to ensure children achieve – AFA, homework, more targetted conversations
  4. Parental engagement single biggest determinant of attainment. In our community where parents may not have had a good experience working with parents is crucial Working with parents 3 levels, engagement (involvement), support, partners. First level engagement. About getting them through the door, building relationships and helping them to see school in a positive light. Social events, change perceptions of school. Film nights, blockbuster, cineworld and licensed bar. Family breakfast - started off as just a breakfast for engagement. Afternoon Tea – link to SIP Family Lunch, taken over the running, straight away see this as a vehicle for parental engagement. Open session, open the classroom let parents in. Assemblies, we have too many. Farm, clean up, volunteers
  5. Only with those informal ops to come into school will be able to offer support to parents. Family Learning, Carrot to get them in, family skate plus Adult Learning, Formalised progs Parenting progs, built into the above, also evidence based parenting progs. Increasing support through curriculum progs. Saw today linked to breakfast, also run open sessions linked to family lunch. Direct link to outcomes as if parents understand what is happening in their childs classroom better equiped to support them. On site to directly support our parents, job centre plus, citizens advice Apprenticeships, op to support parents, not something we are doing, but an opportunity.
  6. Parental voice, centre of developments. Suggestion box, open door policy, emails shared Friends of Candleby Lane, driving community events, raising funds. Twitter APP soon and poss facebook. Parents forum, representatives of the school. In the process of setting up Parent volunteers, supporting our school. Inputting into key developments. Allotment. Utilising skills in curriculum time etc. Homework, often a barrier for parents, anti parental engagement. Policy should reflect views of parents and could homework be used as a tool to engage and support parents?
  7. Range of ops: radio club, music sport Delivered by…… 38 orgs, open 8- 9.00, avaialble to whole community Staff expected to engage, part of recruitement…. Duvet days Meeting the needs Not just an add on, a nice of school. Extends values, extends learning meets needs kids and community, Radio club…. Speaking and listening, gospel choir, music Funding….. Me2 (PUPIL PREMIUM), music…. Instrument loaning, exam…supporting families Horse riding, support to not just access but equipement to particate Childrens uni… raising aspirations
  8. Pete Candleby Life, innovative, whole school alternative curriculum. Aim to give real life experiences, to enable them to raise aspirations and prepare for the real world Monday Afternoon Years 1-6 stop classroom curriculum and engage in Candleby Life Real Life Experience Preparation for the real world Skills, Community, Enterprise. Rigour, Progression in skills and direct ties to the curriculum KS1, staff led, skill based. KS2, community involvement, 2/3 of the kites. 36 activities. Small groups 8-12. Signed up through recruitment week, FORMAL INTERVIEW PROCESS, to then participate for 8 weeks within a term
  9. Governing Body, overseas whole programme. Children as leaders Organising celebration event. Act as business mentors and the dragons den
  10. Businesses. , Café, Woodwork (3 saws), Jazzy Jewlery, Hair and Beauty, Spoken Authors, Cup Cake, Tenner Team – Dragons den Create a business, work with EON , a plan, roles, market research, costings, profit margin. Etc Present to Dragons, secure funds Work through a certain skill to make product, contribution from outside to work with the skill. Woodwork and Joiner. Once made they sell it at open event
  11. Country Park Rangers, Wildlife Trust, Country Park, Local Volunteers. Getting to know local area, make a positive contribution to it volunteers. Wildlife Watcher, art based programme tied to RSPB. Eaton Park, Care Home Knitting Group
  12. Young First Aiders, St Johns Ambulance. Qualification. Similar in KS1. Knitting Leadership qualifications – Hilary group aspiration Results of all of this, is children now raised aspirations, developing skills that translate back into the classroom and have a community behind us determined to succeed. Questions
  13. Paul