Curriculum and enrichment

It goes without saying that the curriculum is the education preoccupation of the moment. As a profession, we’ve come to recognise the limits of a focus on pedagogy alone, and we’ve moved towards a debate on what children study, what their entitlement is, and what that looks like in a school.

In creating the curriculum entitlement for Ark Soane Academy, I’ve had to do some soul-searching. It became rapidly clear, staring at those 29 squares of lesson time, that there was no way we could do everything we wanted to. My own dream curriculum would have 7 lessons of English a week, 8 of Maths, 3 History, 3 Geography, 2 Religious Education, 5 MFL, 7 Science, 2 Art, 2 Music, 2 PE, 2 Drama… we’d have to either find 14 additional hours, or compromise. It came to me early on that we couldn’t do everything, and we certainly couldn’t do everything well.

So, moving away from the boxes, I went back to first principles. We want to ensure that students can achieve great results in academic subjects, not only because academic subjects open doors, but so they can be introduced to the academic conversation, participate in cultural debate and discussion, and have a broad awareness of human thought that is the entitlement of every child. With that in mind, the curriculum at Soane will be highly academic. We make no apologies for wanting every child to learn core academic subjects, and expect all Soane students to study the following to GCSE level: English, Maths, Science, History or Geography, and a foreign language.

That is not to say that we only care about academic subjects at Soane; far from it. After all, we take our name from the most famous architect in British history: Sir John Soane. Soane, born the son of a bricklayer, made his legacy through his art: in his case, designing innovative, enduring buildings like the Bank of England and the Dulwich Picture Gallery. We absolutely recognise and celebrate the importance of the arts. In fact, to designate the arts “non-academic” is clearly inadequate. The arts can be taught as “academically” as any other subject, and they will be at Soane.

Another thought I could not shake was the importance of enrichment. I was inspired hearing Lizzie Bowling’s speech at New Voices last year on enrichment, where she lamented how few children came to her wonderfully planned, hugely inspiring lunchtime clubs. Her rallying cry: “enrichment for all!” rang in my ears. We had to ensure every child had an enriched experience of school, not only those who chose it. So we have built enrichment into the school timetable, to ensure every child who attends Soane gets to choose something extra-curricular to pursue. Our aim with enrichment is to provide students with a broader educational experience, and to enable them to have an aspect of choice in their education: students will have free choice over a myriad of possibilities, and the opportunity to change each term to try something different. What these possibilities look like will be shaped by the passions and expertise of the teachers we hire in January and February next year.

At all open events, the children want to hear about school trips. I’ve worked at schools where teachers ran trips every week, taking a handful of children to some new and exciting place. This ultimately left behind cover work  and all its attendant difficulties for the teacher’s classes, and scores of children crying “unfair” – it was often seen that the same students got lots of opportunities, and others very few. In other schools I’ve worked at, we would run trip days or “academy days”, like I know a lot of schools do now. Taking a whole year group out on an enriching trip means no cover left behind, and no children left behind. This will be our approach to trips at Soane.

If you like the sound of an academic curriculum full of cultural capital with enrichment as an entitlement for all, please stay in touch – we will be accepting applications from December 2019.

Ark Soane Academy

The opportunity to found a school from scratch is an incredible one. To do it within the expertise and support of a large network with whom you align is a dream beyond belief. Today, I’m going to share my vision for Ark Soane Academy and what I hope for when we open in September 2020 and beyond.

My three central beliefs will underpin every decision we make at the school:

  1. Impeccable student behaviour is possible and desirable.
  2. A challenging curriculum full of powerful knowledge changes lives.
  3. There are no limits to student achievement.

 

1. Impeccable behaviour

I’ve worked in schools where behaviour is impeccable; where it is quite literally perfect. I’ve seen and experienced what it is like to work in an environment like that: to be able to teach your subject with the passion, joy, energy and humour you dream of. It means you come to your classroom every day, energised to work hard for the children. It means no more Sunday dread, no more grinding conversations taking up learning time, no more bargaining about sanctions.

But what it also means is a huge amount of time invested in establishing a cast-iron system, and building positive relationships with students. The systems have to be robust enough to support all teachers, so everyone’s classroom displays impeccable behaviour – including new teachers, who often struggle with this. We cannot rely on individuals to make the behaviour policy up as they go along, as happens in some schools: that way lies inconsistency. When children spy inconsistency, they are apt to cry ‘unfair!’ and are even less inclined to follow routines.

Importantly, some children find living up to high standards hugely challenging. This is still a school for them. In fact, those children need high standards the most. We cannot ignore or push out those for whom education and self-regulation are harder. By investing in a strong pastoral system of support, by knowing all children individually, and by working closely with families, we can help all children live up to the highest of standards.

 

2. A curriculum full of challenge

All children have the right to access the best that has been thought and said. It is simply not right to exclude some children from a canon of thought that has shaped the Western world, just because they happen to have struggled academically. An appropriately timetabled school day is the way to ensure all children enjoy a curriculum we would want our own children to learn. Some children will struggle academically, we know that. That doesn’t mean classroom A learn Great Expectations while classroom B work through Spot the Dog. If the Head of English has chosen an extremely challenging text for that year group, then both classrooms should benefit from its inclusion, with classroom B being given more time and more support to ensure their experience is fulfilling and enjoyable, not frustrating.

In Mission Possible, Eva Moskowitz, the founder of the Success Academies – which are primary schools in challenging neighbourhoods in New York City – talks about their belief that children are ‘short, not stupid.’ She passionately argues that if we think they can’t, then our expectations are too low. We simply must expect more from all children – the higher our expectations, the more likely children are to rise to them. If we know all children individually and work with them and their families closely, I am confident all children can catch up and achieve academically. Yes, all children – which brings me on to point three.

 

3. Limitless potential

I know a lot has changed in the ten years I’ve worked in education, but I’ll never forget being given a bottom set year 10 towards the start of my career and being told: ‘we don’t expect them to get Cs so don’t worry too much about what you do with them.’ I have been told by colleagues in other schools that ‘some children won’t get there,’ or ‘an E is a tremendous achievement for a student like that.’

I don’t believe that. In the aforementioned bottom set, a girl was sent down from set 4 on day one of year 10. She was devastated, and told me: ‘that means I’m thick Miss.’ Luckily, she was also hugely resilient and fiercely driven. She and her sister – also in set 5 – badgered me for extra work and completed it. Both girls achieved A grades. Another student I taught who coped with huge traumatic change in year 11 (including, but not limited to, her entire family relocating four hours away, and staying on her friend’s sofa for the duration of her GCSEs) achieved a B grade. Another, apathetic and heading for failure, was blessed with a mother who forced her to attend intervention (I will always remember her phone going off, and me being so shocked that she answered it, but then her handing me the mobile and saying: ‘tell my Mum where I am please’) and supported the school to such an extent I really think it is her who managed to get her child a B and not an E, as she was predicted.

And I have seen the reality of failure. One student in year 11, barely literate, told me with pride about how ‘we’ve had so many amazing teachers.’ He went on to list seven or ten names of teachers, none currently at the school. When he left the room, the teaching assistant confided that all of these teachers had been long-term (or short-term) supply, and many were not ‘amazing’ as he had so sweetly said. In another school, I remember having to tell the kindest boy that he couldn’t come to our sixth form – he had not passed any of his subjects, and we had no provision suitable for him. He looked up at me, someone who was meant to guide and care for him, and said, tears in his eyes: ‘what do I do now?’

In both those cases, these were year 11 boys who had been let down by us. In both cases, the schools had been taken over and turned around in the time they had been there by inspirational headteachers who are a credit to our profession. But in both cases, that change came too late.

There is a tremendous benefit of a new start school. No child will ever be in the position of the two boys above, because we can focus on the incoming year 7s and make sure they never fall so far behind. That is a luxury other schools do not have. At Ark Soane Academy, there is no reason why every single child cannot succeed and achieve academically.

 

As this year goes on, I’m going to chart the journey of setting up a new school. If you like what you’ve read, we’ll be recruiting our founding teachers from January 2020.