I guess we all believe that education is about inspiring learning inspiring
about inspiring learning inspiring
about inspiring learning inspiring children to be lifelong learners how we
children to be lifelong learners how we
children to be lifelong learners how we do that is debated at length and there
do that is debated at length and there
do that is debated at length and there are shells full of books that telling
are shells full of books that telling
are shells full of books that telling you how to do it this way a
you how to do it this way a
you how to do it this way a recommendation for another way but it’s
recommendation for another way but it’s
recommendation for another way but it’s not possible to take all those
not possible to take all those
not possible to take all those suggestions on board we have to make a
suggestions on board we have to make a
suggestions on board we have to make a decision and what I’m here to talk about
decision and what I’m here to talk about
decision and what I’m here to talk about is share one school story about how
is share one school story about how
is share one school story about how we’ve inspired learning for our children
we’ve inspired learning for our children
we’ve inspired learning for our children I began my career in the classroom and
I began my career in the classroom and
I began my career in the classroom and it was my sole aim as a teacher to
it was my sole aim as a teacher to
it was my sole aim as a teacher to design and maintain a culture of
design and maintain a culture of
design and maintain a culture of learning an environment where my
learning an environment where my
learning an environment where my children could thrive and although I had
children could thrive and although I had
children could thrive and although I had external pressure use this curriculum
external pressure use this curriculum
external pressure use this curriculum I’d like you to use this planning format
I’d like you to use this planning format
I’d like you to use this planning format assess at this point report in this way
assess at this point report in this way
assess at this point report in this way I still knew that I wanted that
I still knew that I wanted that
I still knew that I wanted that environment for my children to stimulate
environment for my children to stimulate
environment for my children to stimulate them a place where they could be
them a place where they could be
them a place where they could be challenged where they could collaborate
challenged where they could collaborate
challenged where they could collaborate more as children they could grow yet
more as children they could grow yet
more as children they could grow yet every school every classroom is
every school every classroom is
every school every classroom is different it’s led by different
different it’s led by different
different it’s led by different principals there are different
principals there are different
principals there are different governor’s local authorities national
governor’s local authorities national
governor’s local authorities national government all staring into this
government all staring into this
government all staring into this learning environment that we are
learning environment that we are
learning environment that we are responsible for and we can try and
responsible for and we can try and
responsible for and we can try and enforce one way one pedagogy one
enforce one way one pedagogy one
enforce one way one pedagogy one planning format but ultimately teachers
planning format but ultimately teachers
planning format but ultimately teachers are responsible for maintaining that
are responsible for maintaining that
are responsible for maintaining that clear environment so that those children
clear environment so that those children
clear environment so that those children can grow so when I moved to principal
can grow so when I moved to principal
can grow so when I moved to principal head teacher I realized I was now
head teacher I realized I was now
head teacher I realized I was now ultimately responsible for ensuring that
ultimately responsible for ensuring that
ultimately responsible for ensuring that over 300 children succeeded succeeding
over 300 children succeeded succeeding
over 300 children succeeded succeeding in a school that had learning at its
in a school that had learning at its
in a school that had learning at its heart as a principal you’re bombarded
heart as a principal you’re bombarded
heart as a principal you’re bombarded all the time because of the standards
all the time because of the standards
all the time because of the standards that you’re not meeting you’re
that you’re not meeting you’re
that you’re not meeting you’re constricted by the budgets you read
constricted by the budgets you read
constricted by the budgets you read about the dropout and teachers and it’s
about the dropout and teachers and it’s
about the dropout and teachers and it’s easy to become defensive and I could
easy to become defensive and I could
easy to become defensive and I could understand why principals do but we
understand why principals do but we
understand why principals do but we can’t we have a moral obligation and
can’t we have a moral obligation and
can’t we have a moral obligation and it’s our responsibility and our role to
it’s our responsibility and our role to
it’s our responsibility and our role to make sure those schools are the very
make sure those schools are the very
make sure those schools are the very very best they can be and for that we
very best they can be and for that we
very best they can be and for that we need three things
need three things
need three things direction decision and courage direction
direction decision and courage direction
direction decision and courage direction to say look this is where we’re going
to say look this is where we’re going
to say look this is where we’re going everybody and this is why we’re going in
everybody and this is why we’re going in
everybody and this is why we’re going in that direction decision to choose from
that direction decision to choose from
that direction decision to choose from all these things that you’re offered do
all these things that you’re offered do
all these things that you’re offered do this one do this this will solve this
this one do this this will solve this
this one do this this will solve this problem this applaud this glut gap and
problem this applaud this glut gap and
problem this applaud this glut gap and the courage as a principal to turn
the courage as a principal to turn
the courage as a principal to turn around and say you know what this will
around and say you know what this will
around and say you know what this will make a difference not of that vulnerable
make a difference not of that vulnerable
make a difference not of that vulnerable group not in that subject not in that
group not in that subject not in that
group not in that subject not in that test not in that week not in that month
test not in that week not in that month
test not in that week not in that month not in that year but this will make a
not in that year but this will make a
not in that year but this will make a difference to these children in their
difference to these children in their
difference to these children in their future this is the thing that will send
future this is the thing that will send
future this is the thing that will send them out into a world which will throw
them out into a world which will throw
them out into a world which will throw at them complex conflicts this is the
at them complex conflicts this is the
at them complex conflicts this is the thing that will give them the resilience
thing that will give them the resilience
thing that will give them the resilience and the power to be the best learners
and the power to be the best learners
and the power to be the best learners the best citizens they can be it will
the best citizens they can be it will
the best citizens they can be it will give them the strength to love
give them the strength to love
give them the strength to love themselves and one another so what makes
themselves and one another so what makes
themselves and one another so what makes that learning school well I don’t know
that learning school well I don’t know
that learning school well I don’t know whether you have pick-and-mix things
whether you have pick-and-mix things
whether you have pick-and-mix things here way the children can go and buy
here way the children can go and buy
here way the children can go and buy sweets well as a head teacher in the
sweets well as a head teacher in the
sweets well as a head teacher in the first few years I felt like that all
first few years I felt like that all
first few years I felt like that all these things being offered try this try
these things being offered try this try
these things being offered try this try this try this try this and I didn’t know
this try this try this and I didn’t know
this try this try this and I didn’t know what to do and then all of a sudden I
what to do and then all of a sudden I
what to do and then all of a sudden I met a man called James Nottingham and he
met a man called James Nottingham and he
met a man called James Nottingham and he introduced me to philosophy for children
introduced me to philosophy for children
introduced me to philosophy for children and it was like finding a golden ticket
and it was like finding a golden ticket
and it was like finding a golden ticket this was the thing that was going to
this was the thing that was going to
this was the thing that was going to change everything so now as a school
change everything so now as a school
change everything so now as a school we’ve introduced
we’ve introduced
we’ve introduced philosophy for children and the learning
philosophy for children and the learning
philosophy for children and the learning pit and it has enabled our teachers to
pit and it has enabled our teachers to
pit and it has enabled our teachers to understand their children’s
understand their children’s
understand their children’s understanding of concepts it’s enabled
understanding of concepts it’s enabled
understanding of concepts it’s enabled them to use challenge as a way to
them to use challenge as a way to
them to use challenge as a way to develop their metacognition to deepen
develop their metacognition to deepen
develop their metacognition to deepen their thinking – for them to become more
their thinking – for them to become more
their thinking – for them to become more resilient more well-rounded students and
resilient more well-rounded students and
resilient more well-rounded students and what it created in our school was an
what it created in our school was an
what it created in our school was an ethos and eat up an ethos of not only
ethos and eat up an ethos of not only
ethos and eat up an ethos of not only compliant thinkers but critical thinkers
compliant thinkers but critical thinkers
compliant thinkers but critical thinkers and we created a new ethos for the
and we created a new ethos for the
and we created a new ethos for the school it’s called our persist model P
school it’s called our persist model P
school it’s called our persist model P we expect our children to be poised we
we expect our children to be poised we
we expect our children to be poised we expected them to come ready to learn
expected them to come ready to learn
expected them to come ready to learn equipped with all the things physically
equipped with all the things physically
equipped with all the things physically and mentally that they needed to access
and mentally that they needed to access
and mentally that they needed to access their learning respectful not only of
their learning respectful not only of
their learning respectful not only of themselves and the building that they
themselves and the building that they
themselves and the building that they worked in but the education that they
worked in but the education that they
worked in but the education that they are engaged in socially skilled so that
are engaged in socially skilled so that
are engaged in socially skilled so that they could work with anybody no matter
they could work with anybody no matter
they could work with anybody no matter what their relationships involved they
what their relationships involved they
what their relationships involved they were all offered the same education how
were all offered the same education how
were all offered the same education how much they got involved in that was up to
much they got involved in that was up to
much they got involved in that was up to them so we encourage them to be involved
them so we encourage them to be involved
them so we encourage them to be involved struggling because if we don’t struggle
struggling because if we don’t struggle
struggling because if we don’t struggle we’ve given up and apathy becomes our
we’ve given up and apathy becomes our
we’ve given up and apathy becomes our downfall t thinking thinking at every
downfall t thinking thinking at every
downfall t thinking thinking at every opportunity and that’s what we needed to
opportunity and that’s what we needed to
opportunity and that’s what we needed to do so one day I was leaving an assembly
do so one day I was leaving an assembly
do so one day I was leaving an assembly unpossessed an element of possessed and
unpossessed an element of possessed and
unpossessed an element of possessed and the model that we had and I realized
the model that we had and I realized
the model that we had and I realized that I was talking to the children just
that I was talking to the children just
that I was talking to the children just the children I expected these children
the children I expected these children
the children I expected these children to come and engage I wanted them to be
to come and engage I wanted them to be
to come and engage I wanted them to be equipped but how was I equipping the
equipped but how was I equipping the
equipped but how was I equipping the teachers that sat around the room I
teachers that sat around the room I
teachers that sat around the room I expected the staff to come in but I
expected the staff to come in but I
expected the staff to come in but I wasn’t equipping them with what they
wasn’t equipping them with what they
wasn’t equipping them with what they needed I weren’t giving I wasn’t giving
needed I weren’t giving I wasn’t giving
needed I weren’t giving I wasn’t giving them the opportunity
them the opportunity
them the opportunity is to struggle and to think for
is to struggle and to think for
is to struggle and to think for themselves and more than anything I
themselves and more than anything I
themselves and more than anything I needed my teachers to be role models
needed my teachers to be role models
needed my teachers to be role models role models of learning role models of
role models of learning role models of
role models of learning role models of mental well-being tenacity creative
mental well-being tenacity creative
mental well-being tenacity creative thinking collaboration energy resilience
thinking collaboration energy resilience
thinking collaboration energy resilience I wanted my teachers to be professional
I wanted my teachers to be professional
I wanted my teachers to be professional people who drove the school improvement
people who drove the school improvement
people who drove the school improvement plan because they believed in what they
plan because they believed in what they
plan because they believed in what they learnt so we came up with a plan to
learnt so we came up with a plan to
learnt so we came up with a plan to introduce action research to introduce
introduce action research to introduce
introduce action research to introduce coaching for learning and to increase
coaching for learning and to increase
coaching for learning and to increase our parental involvement action research
our parental involvement action research
our parental involvement action research so that whatever we introduce we knew
so that whatever we introduce we knew
so that whatever we introduce we knew had the greatest impact on learning
had the greatest impact on learning
had the greatest impact on learning coaching for learning because together
coaching for learning because together
coaching for learning because together we could problem-solve in an honest
we could problem-solve in an honest
we could problem-solve in an honest environment and parental involvement
environment and parental involvement
environment and parental involvement because as we know parents are with the
because as we know parents are with the
because as we know parents are with the children probably more than primary
children probably more than primary
children probably more than primary school so we needed to equip them to
school so we needed to equip them to
school so we needed to equip them to help us on the learning journey so
help us on the learning journey so
help us on the learning journey so action research it was probably the
action research it was probably the
action research it was probably the toughest thing I had to do mainly
toughest thing I had to do mainly
toughest thing I had to do mainly because it comes against two blockers
because it comes against two blockers
because it comes against two blockers the biggest blockers in schools
the biggest blockers in schools
the biggest blockers in schools infrastructure time and money though I
infrastructure time and money though I
infrastructure time and money though I had to put my money where my mouth was I
had to put my money where my mouth was I
had to put my money where my mouth was I had to invest time invest in money so I
had to invest time invest in money so I
had to invest time invest in money so I set about creating a small library I did
set about creating a small library I did
set about creating a small library I did my own research in and how action
my own research in and how action
my own research in and how action research might work in schools created a
research might work in schools created a
research might work in schools created a pro-forma had a go myself to model to
pro-forma had a go myself to model to
pro-forma had a go myself to model to the stuff and introduced it that’s when
the stuff and introduced it that’s when
the stuff and introduced it that’s when I met my next blocker I don’t read it
I met my next blocker I don’t read it
I met my next blocker I don’t read it was like a dentist telling me that you
was like a dentist telling me that you
was like a dentist telling me that you don’t need to brush your teeth this was
don’t need to brush your teeth this was
don’t need to brush your teeth this was a teacher saying I don’t read but what
a teacher saying I don’t read but what
a teacher saying I don’t read but what that was with that was an emotional
that was with that was an emotional
that was with that was an emotional reaction to someone who’d never been
reaction to someone who’d never been
reaction to someone who’d never been expected to develop her own learning had
expected to develop her own learning had
expected to develop her own learning had never been given the opportunities and
never been given the opportunities and
never been given the opportunities and had never been trusted and respected so
had never been trusted and respected so
had never been trusted and respected so we had a discussion we’ve got two
we had a discussion we’ve got two
we had a discussion we’ve got two choices here we can either develop
choices here we can either develop
choices here we can either develop energy
energy
energy Haitian where people out there tell us
Haitian where people out there tell us
Haitian where people out there tell us what to do with these children who they
what to do with these children who they
what to do with these children who they don’t know who they don’t understand or
don’t know who they don’t understand or
don’t know who they don’t understand or we can look into what works with our
we can look into what works with our
we can look into what works with our children and we can drive the school
children and we can drive the school
children and we can drive the school agenda from here so that’s what we do
agenda from here so that’s what we do
agenda from here so that’s what we do every week two teachers are released and
every week two teachers are released and
every week two teachers are released and together they identify a common theme
together they identify a common theme
together they identify a common theme they go and find respected research they
they go and find respected research they
they go and find respected research they usually cross-reference their idea to
usually cross-reference their idea to
usually cross-reference their idea to the visible learning meta analysis to
the visible learning meta analysis to
the visible learning meta analysis to make sure it’s worth doing because often
make sure it’s worth doing because often
make sure it’s worth doing because often it isn’t often it has a negative effect
it isn’t often it has a negative effect
it isn’t often it has a negative effect so they changed their tack they discuss
so they changed their tack they discuss
so they changed their tack they discuss what they’ve read they create a plan
what they’ve read they create a plan
what they’ve read they create a plan they go off and implement it and then
they go off and implement it and then
they go off and implement it and then throughout the year they come back and
throughout the year they come back and
throughout the year they come back and they evaluate the impact with our
they evaluate the impact with our
they evaluate the impact with our children in our school with them
children in our school with them
children in our school with them delivering it so they take it from the
delivering it so they take it from the
delivering it so they take it from the book into the classes now I tell them
book into the classes now I tell them
book into the classes now I tell them you’re released for two hours you stop
you’re released for two hours you stop
you’re released for two hours you stop at the end of the two hours because I
at the end of the two hours because I
at the end of the two hours because I didn’t want them to feel that it was
didn’t want them to feel that it was
didn’t want them to feel that it was something extra something more to do
something extra something more to do
something extra something more to do another job it was about their
another job it was about their
another job it was about their professional development but guess what
professional development but guess what
professional development but guess what they go away and they’re inspired and
they go away and they’re inspired and
they go away and they’re inspired and they’re reading more because they feel
they’re reading more because they feel
they’re reading more because they feel professional again so that’s what
professional again so that’s what
professional again so that’s what happened we have the support staff doing
happened we have the support staff doing
happened we have the support staff doing the Secretary’s done it it’s amazing
coaching for learning was the second
coaching for learning was the second thing and I started a different way this
thing and I started a different way this
thing and I started a different way this time I’ve got a picture up there because
time I’ve got a picture up there because
time I’ve got a picture up there because often when we’re solving people’s
often when we’re solving people’s
often when we’re solving people’s problems we use the sat-nav approach
problems we use the sat-nav approach
problems we use the sat-nav approach because it’s quicker we tell them look
because it’s quicker we tell them look
because it’s quicker we tell them look you’ve got this problem just do this
you’ve got this problem just do this
you’ve got this problem just do this what we do is we distill them in their
what we do is we distill them in their
what we do is we distill them in their own problem-solving we deprive them of
own problem-solving we deprive them of
own problem-solving we deprive them of that joy of that Eureka moment coaching
that joy of that Eureka moment coaching
that joy of that Eureka moment coaching for learning gives them that back so I
for learning gives them that back so I
for learning gives them that back so I looked into the coaching skills I met
looked into the coaching skills I met
looked into the coaching skills I met with the support staff on a regular
with the support staff on a regular
with the support staff on a regular basis we learned how to coach one
basis we learned how to coach one
basis we learned how to coach one another they did it with their own
another they did it with their own
another they did it with their own personal issues and we continued
they went off and talked about the
they went off and talked about the impact quickly they were using it in
impact quickly they were using it in
impact quickly they were using it in their own personal circumstances but
their own personal circumstances but
their own personal circumstances but then I began to see it in the classroom
then I began to see it in the classroom
then I began to see it in the classroom intelligence Ted of the support staff
intelligence Ted of the support staff
intelligence Ted of the support staff telling the children how to solve a
telling the children how to solve a
telling the children how to solve a problem they were using the coaching
problem they were using the coaching
problem they were using the coaching questions to draw out of them and then
questions to draw out of them and then
questions to draw out of them and then they came to me and said you we need to
they came to me and said you we need to
they came to me and said you we need to introduce this with the teachers in the
introduce this with the teachers in the
introduce this with the teachers in the rest of the school so we’ve done that so
rest of the school so we’ve done that so
rest of the school so we’ve done that so now on action research is going on a
now on action research is going on a
now on action research is going on a member the senior leadership team will
member the senior leadership team will
member the senior leadership team will Bob in and say well what have you found
Bob in and say well what have you found
Bob in and say well what have you found out so far and what do you think that
out so far and what do you think that
out so far and what do you think that means what have you tried in the past
means what have you tried in the past
means what have you tried in the past what do you think you could do in the
what do you think you could do in the
what do you think you could do in the future why do you think so and so was
future why do you think so and so was
future why do you think so and so was behaving in that way so they use their
behaving in that way so they use their
behaving in that way so they use their skills to attack the action research our
skills to attack the action research our
skills to attack the action research our staff meetings have completely changed
staff meetings have completely changed
staff meetings have completely changed because I’ve got the most wonderful team
because I’ve got the most wonderful team
because I’ve got the most wonderful team of teachers who sit there and would have
of teachers who sit there and would have
of teachers who sit there and would have tried anything I offered to them or
tried anything I offered to them or
tried anything I offered to them or suggested but I just wondered how
suggested but I just wondered how
suggested but I just wondered how critical they were of what we were
critical they were of what we were
critical they were of what we were offering so now we introduce something
offering so now we introduce something
offering so now we introduce something they go away they try it in their
they go away they try it in their
they go away they try it in their classrooms in their own way and in a few
classrooms in their own way and in a few
classrooms in their own way and in a few weeks later they come back and in their
weeks later they come back and in their
weeks later they come back and in their coaching pairs they discuss the impact
coaching pairs they discuss the impact
coaching pairs they discuss the impact that didn’t work or I did this it was
that didn’t work or I did this it was
that didn’t work or I did this it was amazing try this have you tried this and
amazing try this have you tried this and
amazing try this have you tried this and they coach each other our governors now
they coach each other our governors now
they coach each other our governors now use coaching conversations so instead of
use coaching conversations so instead of
use coaching conversations so instead of the teachers the governor’s just
the teachers the governor’s just
the teachers the governor’s just listening to my version this is how it
listening to my version this is how it
listening to my version this is how it is the governor’s coach various
is the governor’s coach various
is the governor’s coach various stakeholders so they’ll listen to the
stakeholders so they’ll listen to the
stakeholders so they’ll listen to the children the Sen group they n qts the
children the Sen group they n qts the
children the Sen group they n qts the the teachers who have been there a while
the teachers who have been there a while
the teachers who have been there a while and it’s changed our culture so that we
and it’s changed our culture so that we
and it’s changed our culture so that we are more honest with one another and we
are more honest with one another and we
are more honest with one another and we collaborate together the third one was
collaborate together the third one was
collaborate together the third one was parental involvement and in a culturally
parental involvement and in a culturally
parental involvement and in a culturally diverse community it was really
diverse community it was really
diverse community it was really important to get them on board so we
important to get them on board so we
important to get them on board so we tried a range of things we have stay in
tried a range of things we have stay in
tried a range of things we have stay in place yet sessions we run workshops to
place yet sessions we run workshops to
place yet sessions we run workshops to tell them about events going on we have
tell them about events going on we have
tell them about events going on we have Family Literacy we have
Family Literacy we have
Family Literacy we have we have a PTA so I was quietly confident
we have a PTA so I was quietly confident
we have a PTA so I was quietly confident when I looked at this in my own action
when I looked at this in my own action
when I looked at this in my own action research that it would have a really
research that it would have a really
research that it would have a really positive effect on learning so I went to
positive effect on learning so I went to
positive effect on learning so I went to John Hattie’s visible learning diagram
John Hattie’s visible learning diagram
John Hattie’s visible learning diagram to see what the desired effect was and
to see what the desired effect was and
to see what the desired effect was and it was above the hinge point of 0.4 so
it was above the hinge point of 0.4 so
it was above the hinge point of 0.4 so it has a positive effect it’s actually
it has a positive effect it’s actually
it has a positive effect it’s actually 0.49 so there was justification for our
0.49 so there was justification for our
0.49 so there was justification for our open-door policy but what stood out for
open-door policy but what stood out for
open-door policy but what stood out for me was not the scale not the fact that
me was not the scale not the fact that
me was not the scale not the fact that it was in the zone of desired effect but
it was in the zone of desired effect but
it was in the zone of desired effect but the text that sat by that dash board
the text that sat by that dash board
the text that sat by that dash board that actually parents have a greater
that actually parents have a greater
that actually parents have a greater impact if you use the language of
impact if you use the language of
impact if you use the language of learning so we went back and changed our
learning so we went back and changed our
learning so we went back and changed our action plan to improve the language of
action plan to improve the language of
action plan to improve the language of learning not only for our families but
learning not only for our families but
learning not only for our families but for ourselves so how do we equip them
for ourselves so how do we equip them
for ourselves so how do we equip them now how do we equip our parents and our
now how do we equip our parents and our
now how do we equip our parents and our staff well our workshops no longer talk
staff well our workshops no longer talk
staff well our workshops no longer talk about the latest calculation policy we
about the latest calculation policy we
about the latest calculation policy we talk about how you can develop a growth
talk about how you can develop a growth
talk about how you can develop a growth mindset by using process praise we’ve
mindset by using process praise we’ve
mindset by using process praise we’ve taught them about ask model we’ve taught
taught them about ask model we’ve taught
taught them about ask model we’ve taught them how to persevere we’ve used the
them how to persevere we’ve used the
them how to persevere we’ve used the work of guy Claxton and educating Ruby
work of guy Claxton and educating Ruby
work of guy Claxton and educating Ruby and told them to improve curiosity
and told them to improve curiosity
and told them to improve curiosity confidence communication in every lesson
confidence communication in every lesson
confidence communication in every lesson now you have a learning objective so we
now you have a learning objective so we
now you have a learning objective so we may be finding the area of compound
may be finding the area of compound
may be finding the area of compound quadrilaterals
quadrilaterals
quadrilaterals that’s a academic objective that are
that’s a academic objective that are
that’s a academic objective that are asked objective we are looking for
asked objective we are looking for
asked objective we are looking for commitment to a task so the children
commitment to a task so the children
commitment to a task so the children know it’s not just about knowledge it’s
know it’s not just about knowledge it’s
know it’s not just about knowledge it’s about the attitude and skills so is it
about the attitude and skills so is it
about the attitude and skills so is it all good enough as principals we need to
all good enough as principals we need to
all good enough as principals we need to constantly reflect on how we would feel
constantly reflect on how we would feel
constantly reflect on how we would feel not only as a pupil in our school but as
not only as a pupil in our school but as
not only as a pupil in our school but as a parent and a teacher as principals we
a parent and a teacher as principals we
a parent and a teacher as principals we have a moral responsibility to everybody
have a moral responsibility to everybody
have a moral responsibility to everybody in our buildings to make sure that we’re
in our buildings to make sure that we’re
in our buildings to make sure that we’re listened to we’re given opportunities to
listened to we’re given opportunities to
listened to we’re given opportunities to learn we’re taught how to
learn we’re taught how to
learn we’re taught how to our developed wisdom should be driving
our developed wisdom should be driving
our developed wisdom should be driving our school agenda only then can we say
our school agenda only then can we say
our school agenda only then can we say that we have created a true culture of
that we have created a true culture of
that we have created a true culture of learning around our child children thank
learning around our child children thank
learning around our child children thank you very much
you very much
you very much [Applause]
[Applause]
[Applause] [Music]
”
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