self-esteem - Doubled Up

Around about this time last year, I posted a blog about Milly's nativity play (in which she was a frog!). I included several links to other websites with nativity plays for sale/for free.

This year, I want to start a discussion on why we do them. Of course, there is the obvious - it is Christmas and we tell the Christmas story. Yet, when I was telling my sister about Milly's triumph as an angel in this year's performance (she was an understudy who  got her moment of glory when the 'real' angel was ill - or had I actually chained her to the school gate?), I began to think that it was about a whole lot more than that. In fact, the Christmas story was a very small part of the hour-long production (yes, Milly is only in Year 2). The majority was singing, dancing, acting (in the loosest sense of the word) and entertaining. After the performance was over, I went 'backstage' to the classroom where the children were changing out of their costumes. They were so excited and proud of themselves. This had also been an exercise in getting them to the edge of (and in some cases beyond) their comfort zones. It had increased their self esteem immensely. It was about teamwork, about practising and being committed, about listening to and watching others perform, about taking part (every single child in the year group performed in some way) and about enjoying being applauded for a job well done.

Of course, it was also about marketing the school (lots of people from the local community had been invited, along with the local press photographer) and it was about bringing a tear to the eyes of parents. It was also immense amounts of work for the staff involved, and for that I thank them.

HELP!!! I had a bit of a problem this morning! One of my friends, whose daughter has just started in Reception at our school was looking upset at drop off. When I asked her what the problem was, she launched into a tirade about how awful her daughter's teacher was, how horrible her daughter, Christine, had been made to feel and how she is already refusing to come to school or to be put into another class. And, I have to say, if everything she said is true, then she has a very good point. Apparently, whenever a child does anything 'naughty', they are shouted at and/or belittled and this mum has gone as far as to ask another parent who helps out with the class who has confirmed this.

Anyway, I towed the party line , by saying that it was a bit awkward for me to comment as I am the link governor to this class, but that she must make an appointment to see the teacher and express her concerns.

"But, Libby, I'm not going to change her teaching style now, am I?" she asked.  So, I suggested that if she had no luck there, she should ask for a meeting with both the teacher and the teacher's line manager. Then, if things still didn't change, she should go to the Head.

I'm finding this a really difficult situation, because I can really empathise with my friend as far as this teacher's communication skills with parents go. But, of course, whenever I visit the class, the language used is always positive, there is no shouting and the lessons are great fun.

Because I believe so strongly in having a positive atmosphere in a school, I find it hard that I am unable to do anything about it. I wonder if anyone has any suggestions about how I could tactfully deal with this.

 It only dawned on me recently that, when we selected the infant school for our kids, we hadn't actually looked at the junior school that it feeds into and that, seeing as they will be spending longer there than at the infant school, this was probably unwise. Anyway, last night the junior school had an open evening and I took my eldest along. And, boy, was I impressed! The head's presentation was far from slick - the remote broke down for the PowerPoint presentation and he had to keep bobbing up and down to move the slides on, and he only remembered to introduce himself a couple of minutes into his talk. But I think that says a lot - actually, he was more keen to tell us about his school and his children than about himself. He struck me as a really kind man who genuinly wanted the best for the children in his care. Everything he said was positive, everything was about building up children's self-esteem, everything was about the children.

The point at which he won me over completely was when he said; "We've tweaked the National Curriculum a bit. Well, actually, we've used it to suit our purposes." He went on to explain that, whilst the kids have full access to the NC, they are not bound by it. If a class shows a massive interest in, say, learning Russian, and the teacher can accomodate it, then they go with it. Despite this, SATs results (yawn) are excellent (I would argue it could also be because of this?).

The school is incredibly well cared for and well resourced - swimming pool, football pitches, library, ICT etc etc. The staff we met are friendly and approachable. They have links to about 8 countries, are committed to learning outside the classroom and have an excellent pastoral system. Yet, last year, when Ofsted made a (one day) visit, the inspector only deemed it a 'good' school with many outstanding features. The reason? SATs results had 'dipped' that year.

I have one question - what is more important? A positive learning experience that builds confidence and self esteem and teaches children to respect each other and their environment, or level 4 SATs? To me the answer is obvious.