Storyville - Boroughbridge Primary School

Creative Partnerships Hull, Humber & North Yorkshire

Background:

A main priority for Boroughbridge Primary School in North Yorkshire in 2010/11 was to improve the writing skills of its pupils. There was a focus on Year Two pupils and also on the development of independent writing for the Year One pupils.

Aims:

This project of magical adventure was geared towards addressing the school's priorities in encouraging the improvement of writing for Year One and Two pupils, while using the outdoor area more creatively.

Off the back of School Improvement Network meetings, the headteacher, David Roberts, was keen to stress the importance of maintaining a strong emphasis on speaking and listening skills in order to create the right conditions for writing development. Furthermore, staff at the school were interested to find out more about how external 'specialists' could bring creative depth to bear upon the motivation to develop writing skills - not only for the pupils, but also the staff themselves.

Process/method:

Creative practitioners, Invisible Flock, were chosen because of the immediate spell-binding effect they had on the pupils during the interview process. They worked on the project with a mixed group of Year One and Two pupils along with three members of staff including the headteacher.

Running over six days within a six week period, the project had an active exploration of up to seven traditional fairytales through an involvement that built up to a 'Storyville Crisis'.

Invisible Flock acted as agents from Storyville who emerged into the school environment (particularly the Year One and Two outdoor play area), needing help with urgent investigations. With the active support of the school staff, the pupils aimed for the following outcomes:

To investigate and report on the intruding world of Storyville
To become fully-fledged agents themselves, by undergoing a series of tasks and written assignments

All homework stopped (except for the taking home of reading books) for the duration of the project, to concentrate on the assignments arising.

The project aimed to encourage more of the wider community to become involved, and become aware of the crisis. Parents were invited to attend an assembly on the first day, with a parents-only briefing session about what was to take place, as their involvement at home/out of school could augment the experience for the participating pupils. In the town itself, some filming took place, and local businesses and the library were asked about placing ‘Wanted’ posters in their windows, looking out for lost Storyville characters.

At the parents' briefing, ideas to support the children's speaking and listening skills were explored, such as asking open-ended questions, and being prepared to check behind the fridge/in the garden for a portal. Gradually, the identities of various unexpected agents were revealed, among school staff, parents and members of the wider community.

The practitioners also worked with the wider staff of the school, running one formal CPD session, and then offering support in a practical application of some of their ideas within each classroom over the course of one day dedicated to CPD activities.

Impacts:

At the end of the project the Creative Agent, Lindsay Ibbotson, was invited into school to speak to those who took part to discuss how they felt the Enquiry School project had gone.

Pupils' thoughts post project:

Pupils said that they were always very excited to come to school when Invisible Flock were due, to the point that parents reported to staff that their children were getting up very early, as if it was Christmas. Words such as ‘fantastic’ and ‘really good’ were used in their attempts at an overall impression of the project.

When asked about any new skills they had learned, the pupils talked about learning about cracking codes, mirroring (drama/maths/spatial awareness), making themselves into puppets (with imaginary strings), potions, agents (who they were, how to be one, the importance of their role), and last but not least, writing stories. In one way or another, everyone seemed to have felt like they were co-drivers of the project, where they took the lead, with the practitioners following their suggestions. The children felt that they owned this project completely.

The stories they wrote had to be done within very tight time constraints, as part of their task to save the world of Storyville. Evidence was brought to the interview table in a pile, and the pupils hunted through it and asked excitedly if they could read their own favourite stories out loud.

Some of the children still have literacy skills to learn, which teachers are looking forward to supporting them. However, without a doubt, their speaking and listening skills have really improved. One example of this being one previously reluctant learner who has now been taken off an IEP (Individual Education Programme) as he no longer seems to need it.

Literacy has sustained a massive impact, as well as drama skills, and PSHCE, but most of all is the impact on confidence in speaking in class. Apart from the obvious evidence during the interview with the pupils, the Creative Agent was told many stories by parents, including one father who had come back from serving in Afghanistan, and had noticed an enormous difference in his child’s speaking abilities and engagement.

Teachers’ thoughts post project:

As a result of the project, school staff members feel that their pupils’ enthusiasm for learning has increased by the 'bucket-load', that there simply is not one pupil who does not want to write. They said that when the pupils were asked at the end of the project "Who is going to carry on writing stories?" every pupil's hand went up, which they found very moving.

The staff members directly involved in the project all agreed that they have bonded in some way. The two lead teachers felt that there were great benefits in working on projects together across year groups in the future, and had much respect for, and pleasure in working with the creative practitioners, Invisible Flock. Team work and empathy clearly a real feature of the whole project.

One lead teacher remarked that this has been one of the best experiences of her career. This also echoed the head teacher, David Robert's feelings that this was one of the best and most effective projects that he had ever witnessed in twenty four years as a head. The other lead teacher felt that she had learned to be confident about role-play, and the role of play in the education of children, and had found this very liberating. She had also appreciated the opportunity to observe the effect of activities without always having to deliver them herself. The importance of witnessing how the children responded and interacted, and even being part of the group story herself, had given her some deep understanding which is difficult to attain in most circumstances. All staff involved said it was refreshing not to have to say sshh, but rather to see the value in the role of speech.

Before the project began, there were some who were doubters about the project, but most were given the chance to observe for themselves how things were working, with the Year 3/4 literacy co-ordinator taking a special interest. The work with Invisible Flock has emphasised the great impact that role play has on pupils’ written work. The year 5 / 6 class teacher has now used this as part of a multi disciplinary approach to the Titanic topic. The class said they wanted to find out more about the Titanic. They measured its length on the school field, took on the role of passengers when letter writing, acted as passengers, wrote accounts, newsreel commentaries, diary extracts as if they had really lived the experience. A lot of extended writing has taken place, with pleasure.
Staff felt that what seems to be at the heart of the stimulus from external practitioners is passion. Such passion not only speaks directly to the pupils and wins a positive response, but equally has a great impact on teachers from working with experts who were both enthused and creative. Staff have noted the difference in their approach as a result of the project, that they are now beginning to ‘de-prioritise’ objectives and detailed planning and to focus rather on ‘doing stuff’ and getting hooked/carried by an initial stimulus as a means to that end.

Practitioners thoughts post project:

The creative practitioners, Invisible Flock were amazed at how engaged the pupils became as the project went on, that even the sceptics were overcome. Their enthusiasm about writing and the great care and support of one another they displayed was remarkable.

Key has been the pupil's development in talking and story-telling, which has been picked up by the teachers in terms of writing and general confidence. They have also developed the ability to focus and respond, (even when really ‘high’); working together on task extraordinarily well.

They felt that both lead teachers have taken inspiration from the project. One remarked that he doubted that either of them would ever have 'gone to Storyville' on the first day, but they really gave themselves over to the role play, and became full agents in every sense, real co-authors. He said they seem to have taken to the freedom of ‘making things up as they go along’ and responding to the lead from the children.

Upon reflection, Invisible Flock felt that they learned that they had previously placed too much emphasis on ‘being teachers’, and had tried to present some of their material in an obviously ordered ‘chalk and talk’ fashion. This they decided to abandon, after consulting with staff, and now regard their main role as creating magical and inspiring experiences for participants.

A final quote from them was: "Make sure that this kind of package continues to go into schools that are open enough to use it - this has been a particularly good, intense experience".