Cambridgeshire School Improvement Board - Enquiry Based Learning

Cambridgeshire School Improvement Board

On this page you will find a summary of the enquiry based learning project approved by the Cambridgeshire School Improvement Board for 2018.

Lead School/Body: Yaxley Infants

Phase: Primary

Area: Huntingdon

Schools Involved: Yaxley Infants, Fourfields
Hartford Infants, plus other A1 cluster schools

Project Summary: Creating Optimum Conditions for Learning in EYFS and KS1 provision: enquiry based learning

Impact Evaluation:

Summary of learning so far and data on evidence impact:

Day 1- Learning/Aims/considerations:

  • Childrens involvement (planning from knowing the child, using meaningful assessment and child development theory)
  • Four key pedagogical approaches- direct instruction, directed activities, self initiated learning and enquiry
  • The learning environment

Gap tasks:

  • Plan out classroom for clear areas of self initiated learning
  • Complete long term plans for continuous provision
  • Audit resources, consider which ones will extend self initiated learning
  • Make a wish list for learning resources
  • Consider how to engage children in self initiated learning
  • Find ways and times to be in the continuous provision to observe children and develop learning through questioning
  • Use the Leuven’s scales to establish levels of engagement in all 4 areas of pedagogy

 All 6 schools who have activity taken part (YIS, HIS, SIS, Alconbury, Fourfields and Ramsey Spinning) carried out the Leuvens scale for an initial baseline of well being. (2 have dropped out)

Leuvens scale

Alconbury

Fourfield

YIS

SIS

HIS

Ramsey Spinning

1

0%

0%

0%

0%

0%

0%

2

37%

10%

12%

15%

40%

40%

3

41%

60%

60%

60%

50%

40%

4

22%

30%

28%

20%

10%

20%

5

0%

0%

0%

0%

0%

0%

No of children

27

60

60

60

60

60

 

Visits: All six schools have had half day visits from a senior consultant from Early Excellence- Lynda has written individual school specific reports.

General summary of findings based on HT feedback:

  • Provision needs to work harder
  • Progression of resources is key
  • Declutter- less is more and increase organisation, involving the children in the process
  • Ask each individual resource what is its purpose?
  • Display and use of colour- carefully

Natural, highly organised, essential, high quality- Less poundland and more John Lewis!

Feedback from course participants has been very positive so far.

“Our visit from Lynda was amazing! Although I have so many ideas and things to change that now I can't sleep! Definitely need to rob a bank too!

“Had the best morning with Lynda,- really exciting and helpful- thank you for involving us in this.”

“She gave us clear starting points, not rocket science and all manageable. Lots of quick fixes and longer term plans, so helpful.”

“As a head I often neglect early years… no excuses…it has been so good to talk about child development and the early years in SLT…..definitely going on my SIP next year in so much detail, thanks to this project. You have inspired me!”

Day 2- Learning/Aims/considerations:

  • Review of gap tasks and visit reports
  • Enquiry based learning philosophy and principles
  • Skills required / developed through a high quality learning environment
  • Stages of enquiry

Gap tasks:

  • Environment
  • Long term continuous provision plans
  • Timetabling?
  • Plan and deliver and enquiry using the staged model
  • Bring display of an enquiry to final session in June- Day 3

Overall- How do we know if it is working?

  • The leuvens scale of well being- look for the spark!