Success in the Making

Nick Jackson, Play Development Manager, talks about the importance of risk and adventure in childhood.

Climbing a tree seems like the quintessential childhood experience. Many people I talk to over the age of 30 have climbing trees as one of their most preciously held childhood memories. I did it myself – a lot! Yet for children growing up today in an urban environment such as Hackney it is becoming quite a rare experience.

‘Well, it’s dangerous’, I hear you say.

Yes, there is a risk. The risk is that you might fall out of the tree and hurt yourself. You might even break a bone – your arm perhaps. But I would argue that the enjoyment and satisfaction of doing it far outweighs the risk. And even a broken arm will heal in a few weeks.

It’s like learning to ride a bike. At some point the stabilisers have to come off and the learner rider will fall off. They may get bruises and cuts, or even break a wrist. But we all know that the joy of bike riding is worth it.

The risk in tree climbing is very apparent, and if you’re careful it can be avoided. The problem is that if you never try, you’ll never be able to experience and manage that risk for yourself. You will be relying on (usually) an adult telling you that ‘climbing trees is dangerous’. But we don’t learn much from what people tell us. We need to experience for ourselves in order to fully appreciate the circumstances of a situation.

One of my earliest childhood memories is of watching my Mum doing the ironing. ‘Don’t touch the iron – it’s hot’, she told me. So as soon as her back was turned I put my hand flat against the iron. Wow, did it hurt! But it was a big lesson that I never forgot.

Climbing a tree teaches you a lot about yourself, physically, mentally and emotionally. How far can you stretch? Can you lift your own weight? Do you dare reach for that next branch? Why does climbing up seem easier than climbing down? Look at the view from up here – I can see my house! Some bark is scratchy! What is the sticky stuff coming out of the tree? Isn’t it amazing the way the tree sways in the breeze? I’m a pirate at the top of the mast!

At Hackney’s adventure playgrounds, I’m glad to say that tree climbing is alive and well. Of course, the activity is supervised by experienced Playworkers. Children can practice on smaller trees and then progress to bigger ones when they feel confident. And the sense of accomplishment and achievement on the faces of the children is a beautiful thing to behold.

We need to encourage our children to try things out for themselves. That is part of the basic philosophy of our adventure playgrounds. The step into the unknown – the adventure – is what childhood is all about. And we do our children a disservice if we don’t give them the opportunity to experience as much as possible for themselves.

January 27th, 2012 with No Comments

To mark Anti-bullying week, which took place between 14-18 November this year, Tabitha Flynn, Head Of Learning at The City Academy, Hackney talks about how her school tackles bullying.

The City Academy, Hackney has simple, clear routines that prevent bullying. For example, students are supervised to and from their lessons. This has a huge impact on the levels of bullying; being supervised means they arrive safely and calmly to lessons, in the right frame of mind for learning. Other whole school routines also promote a bully-free community. At The Academy students interact with peers across year groups, taking part in Family Dining which, combined with vertical tutor groups and buddy system, promotes healthy, supportive relationships across year groups.

Even with preventative measures in place we are not complacent and realise that there will always be issues when children are still developing emotionally. We take bullying very seriously. When students arrive in year 7 we make it very clear there is a zero tolerance attitude from all members of the school community. If there is even the slightest suggestion of bullying, our Behaviour Team support students to write statements and have restorative conversations. Students considered to be bullying are challenged and serious sanctions are administered to students found responsible for bullying.

There are regular open conversations about bullying, for example at organised debates. There is also an anonymous ‘beat bullying’ comment box where students who feel unable to have a face to face conversation can voice their concerns.

Our motto is Values and Success and right at the heart of that lies a clear expectation for students to have respectful, courteous and caring relationships with their peers.

November 18th, 2011 with No Comments

The Learning Trust has launched a campaign ‘Don’t miss out’ to make sure that those eligible for free school meals apply. It’s also a chance for us to highlight the fantastic food on offer in our school canteens. Here, school chef Joseph Santagada, tells us about lunchtimes at The Urswick School, Hackney.

Eating a healthy, balanced diet is really important for children as it gives them the energy to study in school and achieve better results. Lunch times are also a nice way to socialise and give the students an opportunity to make new friends.

I work with a nutritionist to make sure that all the food we serve at the school is healthy and provides the right vitamins and nutrients for the students, but also ensure that the food is full of flavour by adding fresh herbs and spices.  The students at the school are very adventurous and enjoy trying different dishes, but if there is something that they don’t like, we listen to their opinions and look at new ideas for the menu.

All of the students at The Urswick School wear an ID card, as part of the school uniform. This card is also used for our cashless catering system in the canteen.  Students put money onto their cards at one of the top-up machines and then, instead of paying with cash, they swipe their card at the till.

Students on free school meals automatically have their card topped up with credit each day and can also add extra money at the top-up machines to pay for breakfast or break times snacks. Not only does this cashless system help to speed up the service at lunch time, it and also means that no one knows which students receives free school meals, as everyone pays for their food in the same way.

99% of the food we serve is freshly prepared. The only thing we can’t make on the premises our own bread, which takes a long time to rise and bake. All of the vegetables and meat we serve is grown or reared on British farms and we like to use as many seasonal vegetables as we can – it always tastes better. We only serve Halal meat and don’t have pork on the menu.

Our menu works on a four-week cycle and changes every week, so the students always have something different to choose from. On average, we serve around 350 hot meals a day. Students can choose from a meat or vegetarian option and a desert or drink. Other students prefer a lighter lunch and can pick up a sandwich, wrap or salad and choose from a hot or cold desert or a drink. We also serve jacket potatoes every day, with a selection of fillings.

One of the busiest days in the canteen is a Friday when we serve fish and chips. This is the only day of the week that we serve fried food. The students enjoy healthy meals, such as roasted vegetables and couscous or lasagne verdi with garlic bread and salad, and look forward to a treat at the end of the week.

Last week we started a breakfast club at the school. The canteen is open from 7.15am to 8.15am and we serve lots of different foods from porridge and toast to made-to-order omelettes and crepes. Breakfast gives the students a good start to the day and fills them up until lunch or break time.

School dinners have changed a lot since I started working as a Chef; the meals are healthy and appetising. They are a really good way to make sure that children are eating a balanced diet and are on their way to getting their five portions of fruit and vegetables a day. The meals are so tasty that most of the teachers here buy their lunch from the canteen every day!

November 8th, 2011 with No Comments

Catherine Berry has just completed her first half term as an NQT (Newly Qualified Teacher) at St John the Baptist Primary School. Here she talks about how it’s been.

Inspired, challenged and ready for a lie in! When friends asked me how I felt at the end of my first half term as an NQT in a Hackney school these were the overwhelming feelings that sprang to mind.

Thinking back to the first day of term in September it’s hard to believe that just seven weeks have passed. The first day nerves and apprehension were quickly replaced by excitement once my classroom was full of expectant young faces. There was a very brief moment of panic but as soon as our first lesson was underway I realised that I was incredibly lucky to be in such a position.

Inspiration has definitely come from the pupils in my class and in the school as a whole. Their eagerness to learn, their ideas and their unique take on the world, means that no two lessons are the same. I have also been inspired by the other members of the school team who have been really welcoming, supportive and above all passionate about providing the very best education for our children.

I have certainly been challenged too. Having my own class has been a step up from my training and has really encouraged me to develop my practice as a teacher. My school makes staff development a high priority and encourages our CPD through INSET days, twilight sessions and staff meetings. As an NQT, I have also been making the most of a really valuable training programme run especially for new teachers within our federation. It has been great to get together and share experiences (and the odd chocolate biscuit) with other NQTs.

Finally, by the end of the first half term I was definitely ready for a lie in as the early morning starts and late night marking sessions began to take their toll! When I told one of my friends about my teaching job she made the usual joke about too much holiday and clocking off at 3.30pm every day. It’s definitely time to set her straight!

November 8th, 2011 with No Comments

Starting school for the first time is a major event for children and parents. Here, Head of Admissions Harriett Young sets out some simple steps to follow to make sure you pick the right school for your child.

Hackney has a fantastic range of Primary Schools. But which school is right for your child and how likely are you to get a place? Last year, the majority of parents got one of their four choices. To increase your chance of getting a preferred school, follow these simple steps:

Apply! Don’t assume that you will automatically get a place at a particular primary school because your child goes to nursery there. You still need to apply for a reception class place.

Apply sensibly: Read our admissions guide. This will tell you about each school and what applications they accept. Factors such as distance from the school will be taken into account for most schools. Don’t waste your choices by applying for a school that is far from your home.

Visit. Once you’ve got a shortlist of schools, why not arrange a visit? It’s a great opportunity to meet teachers and pupils and see what the environment is like.

Use all your choices. Some parents make the mistake of putting down only one school as they think it strengthens their chances of getting in. It doesn’t work like that! Please list at least 4 schools.

Apply online. We recommend parents apply online because it’s quick, easy and secure and you can make changes right up to the closing date. You will be emailed the result of your application so there’s no risk of it getting lost in the post.

Apply early. Send your form in with plenty of time. Make you sure you send all the required documents well before the closing date of 15 January 2012.

Ask for help. We are happy to help. Pop in and see us at 1 Reading Lane, E81GQ or phone 020 8820 7150/7401

October 13th, 2011 with No Comments

Despite our attention being focused last month on GCSE and A level results, exam results of a different kind were being received by our younger students in Hackney. Here, Haggerston School pupil Suprateeka Talukder explains more….

As a gifted student in mathematics, me and four friends were encouraged to do something extra. Instead of completing a GCSE maths or an A-level maths earlier (which would be too risky) we decided to complete a Free-standing Maths Qualification which is equivalent to an A-level module and awards UCAS points!

We studied A level maths for one year, including calculas, trigonometry, binomial theoram, circle theoram, kinematics, area between curves using intergration and differentiation etc. After all of that, long and hard study at home and during the holidays and extreme dedication from our maths teacher, the exam day finaly arrived.

I was very nervous after the exam and was afraid I did not do as well as I should’ve done.

However when I received my results I was incredibly ecstatic to be given an A, the highest possible grade. Not only was I the first to receive an A and one of the first to do the exam in Haggerston School’s history, but I also get 20 ucas points at only Year 9! So I am already making a pathway towards university.

I wouldn’t have dared to think that I have the ability to do A-level maths and achieve the highest grade

Doing this shows that the impossible can be made possible and hard work and strong dedication will be paid off!

September 2nd, 2011 with 1 Comment

The Summer Holidays are always the busiest time of the year for Shoreditch and Hackney Marsh Adventure Playgrounds – the two that are run by the Learning Trust in Hackney, which has 7 in total. Here, Play Development Manager Nick Jackson tells us more about them…..

To the uninitiated they may seem at first to be chaotic, messy places, but one cannot but be struck by the numbers of children and young people all busily playing and enjoying themselves. Average attendance at both playgrounds in the first weeks of the holidays, by children ranging in age from 6 to 15 years old, was around 150 to 200 every day!

Why are they so popular in these days of digital and screen based entertainment? Well partly because they are fairly unique places in today’s society, being spaces that are completely dedicated to children, where adult agendas take second place. They are free to get in to, children are free to come and go as they please and free to choose for themselves what they do there – hence the chaos!

This ethos stems from the child centred nature of Playwork that puts the child at the centre of the play process allowing them to make choices and decisions themselves as to the content and intent of their playing. There is no necessary end product or goal, rather it is the process that is important – and the results can be spectacular.

Example A – Alice, aged 6. She has quite protective parents and had never been left by herself at adventure playground before. The Playworkers convinced her parents to leave her and that she would be well looked after. She spent the first few days quietly watching other children on some of the large rope swings, gradually building up the courage to having a go herself, being gently encouraged by other children. At first all she could do was hang on for dear life. By the end of the second week she had mastered the art of leaping off the top platform and jumping off the other side like an acrobat. Her parents couldn’t believe it. “We’d never have let her do that!” they exclaimed. Alice was transformed from a quiet, shy girl into an exuberant gymnast.

Example B – Leshay, aged 7. He is deaf and has some physical disabilities. His Mum likes bringing him to the playground because “He gets treated like just another child here”. He went on a trip out to a local sports centre and wanted a go on the trampoline. At first he just sat there, but slowly started bouncing up and down on his bum, ending up going quite high. Getting off he started shouting “Look what I can do!” over and over. “I’ve never seen him so happy” his Mum said.

Example C – A group of 4 or 5 children aged 7 to 9 years old. “Can we use a spade?” they asked. “Of course” said the Playworker, getting one from a stock of various tools and implements that are kept in the shipping container. “We’re going to make a swimming pool” they shrieked. They gradually emptied the soil out of a raised bed that was yet to be planted with anything. It took a couple of hours and they had to take it in turns. Then they found some large plastic sheeting that had been left over from another project and lined the wooden box with it. Many buckets of water later and “We’ve done it! Come for a swim in our pool”.
The Playworkers plan many different activities for the holidays, designed to complement and extend the children’s own ideas and experiences, as well as making sure that there is plenty of stuff around for the children to use as they see fit. “We’re in ‘I’m a Celebrity, Get me Out of Here’” said a group of children who had spent the entire day transforming the stage area into a jungle, totally immersed in their playing, being supervised at a distance by Playworkers who know when to intervene and when to let the children work it out for themselves and let them just get on with it.

A football tournament was organised by Shoreditch Adventure Playground in Shoreditch Park and three other adventure playgrounds – Hackney Marsh, Evergreen, and Homerton – travelled over to take part. There was an Under 11 7-a-side Junior and an Over 12 9-a-side Senior competition. All the games played were highly competitive with some great skills on show, but hardly an argument and everyone shook hands at the end. “Well played mate” the gallant losers said to the excited winners, who proudly showed off the cup and their medals. Homerton AP won the Juniors and Hackney Marsh AP won the Seniors. “‘Post code wars’…? Not between this lot.” remarked a Playworker.

Adventure Playgrounds give children and young people alike a sense of belonging to their community. They are spaces that they can call their own, where they can be themselves, away from the pressures of ‘the street’ and school; where they can feel worthwhile and valued; where they can have confidence and build their self esteem; where trusted adults are on hand to support, help and advise them; where they can make decisions and choices without the fear of judgement or failure.

We have heard a lot recently about our ‘problem’ young people with no connection to society. Adventure playgrounds can provide that connection, precisely because they are places where children and young people are respected and valued for who they are, not for who we think they should be. Children are humans being, not humans becoming. They don’t always get it right and mistakes are often made, but it is done in the security of an accepting environment, so the mistakes are often the best learning experiences. Children need the time and the space that the playgrounds give them not only to enjoy themselves but also to travel the long journey of discovering who they are and where they fit in to a complex and confusing world.

The playgrounds are open:
Term Time – Tuesday to Friday 3.30pm to 7.30pm, and Saturday 11.00am to 4.00pm
Holidays – Monday to Friday 10.00am to 5.30pm

August 26th, 2011 with 3 Comments

To mark Adult Learners’ Week which runs from Saturday 14 May to Friday 20 May, Sarah Jones writes about her experience. A single parent of five who has suffered from mental ill health, she got back into learning as part of her treatment for her illness.

“I was kind of lost in existence, just dependent on financial support from the government. I didn’t have any sense of direction, made a lot of bad choices in my life, which I’ve learnt from, but I knew I needed to make a change in order to make a difference but I just needed something constructive to do to occupy my brain space.

“Through getting back into education I’ve learnt a lot about myself but the biggest part of my journey is meeting people such as the adult learning advisors that can relate and empathise and think outside the box.

“There’s a lot of people that are maybe segregated and not aware of what opportunities are actually available in Hackney. There is also a stigma that the community in Hackney don’t want to do things, but it’s very wrong.

“I’ve since successfully completed an apprenticeship which led to a job within the field of mental health. It’s work that I’m passionate about as its a journey I’ve been along myself.

I like to think that I can influence another person in Hackney to make a better choice and change direction. Unfortunately that job has now gone due to government cuts so I’m now actively looking for employment and willing to offer my services voluntarily to help motivate others.

“It hasn’t been easy, it’s been very hard but my motivation is that I can’t give up, I’ve come too far, and I am very proud of what I’ve done, and I hope to go on to do many further things.

She added: “I’ve done this for Hackney, because I’m proud of the community where I’ve come from, and I’m proud of who I am and I’m glad to be a positive role model in the life of my children now.”

Over 90 free classes are on offer as part of Adult Learners’ Week. To find out more click here

May 13th, 2011 with No Comments

Jonathan Everingham, History subject leader at Millfields Primary School in Hackney, writes about how pupils marked Women’s History Month this year.

On 31 March we held ‘Herstory Day’ during which the whole school celebrated women in history. Teachers dressed as Suffragettes and led a march around the playground to champion the rights of women. Special assemblies were held and each class chose a famous woman to study in depth.

It was the first time we have celebrated Women’s History Month at Millfields and as History subject leader I was excited to be introducing a new idea but at the same time I did worry that the boys would not respond to learning about women’s history.

We had ran a poster campaign for a month beforehand building up the intrigue and interest as to what HerStory could be and within minutes of the posters going up there were groups of children crowding around them, all eagerly discussing what they could mean. This meant that by the time the actual day arrived there was a buzz around the school, all excited to find out more!

The responses from children, parents and teachers have been amazing, with everyone expressing their enjoyment of the day. Many parents have reported that the children came home talking excitedly about the woman they had discovered that day and were sympathising with the struggles and stories that they had heard. The general concensus was that the day had brought history alive and really reinvigorated a subject that is often hard to get children excited about!

Thankfully, the day proved equally popular with boys as it did with the girls and the written and creative work produced was outstanding. The work was used to create the pop-up Millfields Museum of HerStory, a temporary exhibition that enables all children to share the stories and has been enjoyed by all who have visited. The museum has ensured that the stories of so many brave women live on for all to see.

May 10th, 2011 with No Comments

LGBT History Month may be over but all schools should be looking at spreading its ethos – of acceptance and celebration – right through the year says Elly Barnes, Diversity Course Leader at Stoke Newington School

Teachers need to be at the forefront of tackling homophobia in schools and, indeed, with the equality laws and policies in place, they should be taking a lead on this work. But many feel unable to do so.

For those looking to increase their LGBT awareness programme in their school, I’d recommend you start off small. You can’t walk into a Year 10 or 11 lesson and start talking about transgender people. But it does grow. It feels slow and small at first but very quickly wonderful things will happen.

For instance, at my school I started by explaining what ‘LGBT’ means, then identifying famous LGBT people and particularly individuals that they wouldn’t know were LGBT. By showing LGBT people within your community and within your schools, you can create that environment where everyone can be who they need to be.

It’s about following a simple rule: just give students facts. Explain what words like Lesbian, Gay and Bisexual mean. The only reason they laugh is because they don’t know what they mean. After they know that, they use the words in the correct way.

I’ve found that some teachers feel that if they raise LGBT issues the pupils will automatically think they are gay. But actually the kids will not make a judgement about you, you are just giving them the facts.

There’s nothing in the curriculum that represents LGBT people so teachers have a duty to reflect it where we can. During History Month, all of our departments do a project related to LGBT. ICT covered Alan Turing, Humanities looked at the black activist James Baldwin and music played ‘The weakness in me’ by Joan Armatrading.

I’m proud that this school has tackled this absolutely head-on with absolutely no apologies for what we do, despite criticisms from people in the media. I want to see tackling homophobia at the top of every school’s agenda. It is a matter of child protection: are our young people – especially our LGBT young people – being protected in our schools? I don’t think they are.

*Stoke Newington School runs training for teachers ‘How to make your school LGBT friendly’. Please get in touch via ellybarnes@hotmail.com and 02072419653 for more details

To see a video about the school’s LGBT History month click here

April 4th, 2011 with No Comments