Highclare School
2017
SUMMER ISSUE
Achieving Individual Excellence
Welcome to the Summer edition of the Headmaster’s Termly Newsletter You may have heard me speak or read my writing about my belief that education is not about filling a pail, but lighting a fire (to paraphrase a famous quote). In this edition I am going to focus on lighting the fire by ignition of a metaphorical spark, a spark that leads to a process of what Peter Benson, a much respected developmental psychologist (now deceased), called ‘human thriving’. Benson believed that the term ‘human thriving’ could be applied to children who are typically, first and foremost, happy. They experience joy, are generous in spirit, can contribute to society, are connected, engaged and have a stake in the future. His research in this area focused on understanding how pupils feel the ‘spark’ and how we can encourage our pupils in school or at home on the pathway of human thriving that is related to it. Just like we adults, all children understand the idea of a spark. It’s that moment when we as humans ‘come alive’, when we are highly focused, energised, excited. It could come about as a result of things like: · demonstrating a skill or talent, such as playing a musical instrument, writing a poem, hitting a golf ball, doing a dance, scoring a goal · the commitment that we have, such as to the environment · recognising a personal quality that we have, such as compassion towards our fellow human beings. Research carried out by Peter Benson and his team, and others, shows that, amongst children, by far the greatest sources of ‘spark’ are in creative activities (art, drama, dance, music, writing, crafts), sports and things connected with animals – either looking after them or working with them. This is more important because research also shows that children who experience spark are happier, more confident, more positive about the future and see themselves in context with other people – which gives them a feeling of belonging and makes them more caring. Most significantly, though, children who experience a spark do better in general at school. This is because they: · work harder –because they learn that ability and competence grow with effort · have a greater sense of purpose – because they understand that good things take time and they also learn the value of perseverance · recognise that work has value for them. By way of an example, I was interested to read the education correspondent Nicola Woolcock’s article in the Times newspaper recently (Saturday 27th May) under the headline: ‘Music lessons make children feel clever’. The article goes on to explain how recent research carried out by psychologists at
Goldsmith’s University in London suggests that music lessons boost academic results by convincing children that they can learn new skills and become intelligent. It is not just about the skill of playing music, it is also about the positive, self-esteem impact that the acquisition of the skill has. There is also a self-fulfilling prophecy element to this because children who experience one spark are more likely to go out of their way to experience another spark, which further ignites all the positive impacts noted above. The question we should ask ourselves should be: How can the spark be ignited? Well, researchers have identified that it usually takes at least one adult – at home or elsewhere – to create the opportunity for a spark to happen, to champion its existence and to provide further opportunities for it to be developed. Since a spark can go out if we don’t blow on it, it requires this nurturing aspect to be ever-present. The spark needs to be affirmed: it needs to be recognised and talked about, children should be congratulated and thanked for having it. Parents obviously have a massive role in doing this. Schools too. Knowing a pupil’s spark is a key element of the school’s role. Providing an opportunity for the spark to be created and sustained is another. This is why things like drama, music, art and sport are all high on our list of extracurricular activities at Highclare School. We talk about our extra and cocurricular provision in terms of an opportunity for pupils to find their niche, to shine. We find ways to recognise, celebrate and nurture sparks. Our house system, for example, provides opportunities for extra-curricular enrichment and stimulates the feeling of belonging. In school, if pupils experience success, their confidence grows and they are more likely to experience success in other things. This, together with the recognition that effort pays off, encourages a positive approach to their studies, a positive mind set, which makes them more likely to maintain constructive academic behaviours, to persevere despite setbacks. This academic perseverance is more widely known as resilience, one of the foundation stones of our TAKE CHARGE initiative to foster skills and habits of effective independent learning. The point is you cannot just tell a pupil to become more resilient and expect it to happen, you have got to create the environment which increases the likelihood that action related to academic perseverance is carried out. Peter Benson’s concept of human thriving stimulated by a spark is a credible one that resonates with something that we all hold to be true, which is: give an opportunity to a young person and he / she will do remarkable things. So, please do what you can to ignite and sustain the spark at home. We will be doing the same at school. I hope you enjoy a peaceful and relaxing Summer break. Best wishes Dr R Luker, Headmaster
Enterprise Extravaganza The children in J6 have shown themselves to be entrepreneurs of the future, and raised a fantastic sum of over £1,800 for their school charity, African Space Trust. The events held over the last week have proved to be very popular with staff and parents and were greatly improved by the glorious weather! The events were planned and executed solely by the children who made items to sell on their stalls and organised traditional games that were enjoyed by fellow pupils. J6 were pleased to welcome parents, friends and the Mayor and Mayoress and Deputy Mayor of Royal Sutton Coldfield to afternoon tea which they hosted as part of this fun day. Guests enjoyed the weather and their afternoon tea and homemade cakes. The highlight of the each afternoon was the exciting raffle of prizes, some of which had been donated by football clubs and businesses after the children contacted them.