Boothferry Primary School.pdf

Case study: Boothferry Primary School, Goole, England This case study is from an average sized primary school in the north of England for pupils aged 5-11, in a small town called Goole, 30 minutes’ drive from the city of Hull, in Yorkshire. Annette’s class Year 6 pupils thrive on her cooperative and...

Case study: Boothferry Primary School, Goole, England This case study is from an average sized primary school in the north of England for pupils aged 5-11, in a small town called Goole, 30 minutes’ drive from the city of Hull, in Yorkshire. Annette’s class Year 6 pupils thrive on her cooperative and inclusive approach, particularly with such a large number of students who have English as an additional language and often have limited English skills when they arrive. She knows how well cooperative learning supports these children as they are able to talk in small groups and gain confidence in a supportive environment where peers learn through teaching each other. The context: Goole is an inland port with a population of approximately 20,000. The town has long associations with Eastern European countries and more recently has seen a considerable increase in immigrant population, now estimated to be about 10% of the population of the town. The area suffers from considerable economic deprivation, ranking among the worst 20% in England. Boothferry school is above average size, with 389 students, although it was originally built for 200 students. 43% of the students are entitled to free school meals (an indicator of family poverty which is judged to be high). 39% of pupils have English as an additional language and in some year groups it is over 50%. In total, 18 languages are spoken; a large number being Eastern European, including Polish, Latvian, Russian, Lithuanian, and Bulgarian. Background and rationale for introducing cooperative learning The implementation of cooperative learning has been led over three years by a Year 6 teacher, Annette. Cooperative learning in practice Annette ensures that she includes team building activities as a starting point with each class that she teaches. She feels that although some initial activities are required, this does not take very long and is reinforced during the lessons. In addition, the use of “circle time” supports this as it provides a time for listening to each other, promoting oral communication and empathy. Circle time is a teaching strategy which allows the teacher to explore issues of concern. It provides a structured mechanism for solving problems, in which all participants have an equal footing. Circle Time also affords the opportunity for the teacher and class to communicate with each other about issues which promote self-esteem. Annette also uses restorative practice, where children who feel they have been harmed in some way convey the impact to those responsible, who acknowledge the impact and take steps to put it right. The restorative practice approach focuses on repairing harm through inclusive processes that engage all stakeholders. Implemented well, it shifts the focus of discipline from punishment to learning and from the individual to the community. This helps students who have problems getting along with others. Once the cooperative skills are in place, Annette finds students enjoy working in this way and they do not sit back and let others do the work because they like the challenge and want to take part. Annette uses a range of cooperative learning strategies. She regularly uses numbered heads for children to demonstrate their understanding. For example, when answering a quiz, such as one about grammar, students first write down their own answers and put their thumbs up when they are ready – if they are ready before anybody else they explain their answer and think about how they are going to teach it to the rest of the group. They than stand up and put their heads together and discuss it. They often have a time limit to agree a group answer. They may then alter their own answer and write down and write down the group answer. Annette tells the students that they must make sure that everybody understands as they don’t know who is going to be asked to explain. They then get a bonus point for explaining it well. Annette finds the jigsaw structure complements the work with numbered heads as pupils are learning they have a responsibility to carry out their task and become an expert. She does not find this complex to implement and work in expert groups prepares students to go back to their home teams and teach each other in that group. As well as improving student’s learning, Annette has found the impact has been very much on communication skills and students are building these skills through mini-debates where they work with a few other students, developing their confidence to make presentations later to the whole class. Other 21st century skills, such as creativity, are enhanced for example in mathematics, where students are thinking creatively about how to solve problems and this is helping their critical thinking. Cooperation skills are a key feature, assisted by the emphasis on team-building. Teams are used according to a particular lesson and subject and not established over a lengthy time. Sometimes roles are used in groups, and students are always in mixed ability groups to help develop the confidence of less able pupils. The impact on inclusion is marked, particularly in Boothferry. Annette feels cooperative learning supports students with English as an additional language, as they are able to talk in small groups, gain confidence and have support, rather than speak in front of the class, thereby taking the pressure off. Annette cited one particular example of a boy who barely spoke English when he started and had no self-confidence. She explained: Previously he had worked with a Teaching Assistant as anyone who starts school who has no English. At first, this child thought: “I can’t do that” so he didn’t really try, he didn’t really speak, he didn’t really write, he didn’t do anything and wouldn’t work with other students. He would have struggled in his own country, they were all those sorts of barriers for him. But, the different groups I put him in over the year has helped him realise he can work with other students he would never put himself with, or never choose to talk to and never worked with before. From this and particularly in the context of the students in this school, it has become clear that cooperative learning provides an inclusive pedagogy for a diverse society.