My book: Becoming a growth mindset school

Cover

The front cover

One of my core beliefs as a teacher and as a school leader is that the manner in which we approach learning – our attitude – is the most significant factor in our success. I have written about this subjectrepeatedly on this blog and it is the cornerstone of our approach to learning at Churchill.

At Churchill we believe in the value of:

  • Determined and consistent effort
  • A hunger to learn new things
  • Challenging ourselves to go beyond what is comfortable
  • Viewing setbacks and mistakes as opportunities to learn and grow
  • Seeking and responding to feedback
  • Encouraging others to succeed

In late 2016, I was approached by educational publishers Routledge to write a book about this approach to teaching and learning. What does the educational research say? How do you go about implementing an attitude-based approach to teaching and learning? And what have I learned from the process?

At first, I was a little daunted, but this is a subject that I love. I am passionate about the ways in which learning can transform young people’s lives, and about how small shifts in attitude and approach can yield big improvements in progress and achievement. I felt like I had something to say, and I hoped that what wrote I could make a difference to other teachers and school leaders and, through them, their students. So I agreed!

Nearly eighteen months and over 75,000 words later, the book is finally here. It’s called Becoming a growth mindset school  and it explores the theories which underpin a growth mindset ethos and lays out how to embed them into the culture of a school. It offers step-by-step guidance for school leaders to help build an approach to teaching and learning that will encourage children to embrace challenge, persist in the face of setbacks, and see effort as the path to mastery. It isn’t about quick fixes or miracle cures, but an evidence-based transformation of the way we think and talk about teaching, leading, and learning. It is a celebration of all we are trying to achieve here at Churchill Academy & Sixth Form through the skill and dedication of our expert staff, the support of our community of families, and the wonderful kindness, curiosity and determination of our fantastic students.

And we’re only just getting started!

Read an adapted extract from the book here.

Becoming a growth mindset school is available from Amazon, Routledge and Waterstones.

Failure

In 1919, a young man was fired from his job at a newspaper for “lacking imagination” and “having no original ideas.” The young man’s name was Walt Disney. He went on to win 22 Academy Awards.

In 1998 an 11 year old boy was cut from his football team because a growth hormone deficiency made him shorter than other kids his age. The boy’s name was Lionel Messi. He went on to be named FIFA’s World Player of the Year four times.

On 1st January 1962 a band auditioned for Decca Records in West Hampstead, London. Decca rejected the band, saying “guitar bands are on the way out” and the group had “no future in show business.” The band was The Beatles. They went on to have 15 number one albums, sell 21.9 million singles in the UK, and change the face of music forever.

In 1985, aged 30, a successful businessman was fired from the company he had founded. “I was out — and very publicly out,” he recalled. “What had been the focus of my entire adult life was gone, and it was devastating.” He added, “I was a very public failure.” The man’s name was Steve Jobs. He went on to co-found Pixar Animation Studios, where he co-produced the first ever full-length computer animated film: Toy Story. He was lated re-hired by Apple, the company he had founded, and he went on to develop and launch the iPod, iPhone and iPad. Apple today is worth $900 billion. 

It would be easy to think about Walt Disney, Lionel Messi, The Beatles, or Steve Jobs and only to think of the successes. But those successes were only possible because of the unseen failures that preceded them.

Coping with failure

Failure is a big issue for all of us. None of us sets out on a task wanting to fail. It isn’t something desirable or positive. And, when it happens, it feels awful. But the hard fact is that some degree of failure is inevitable. We can’t be successful all the time and sometimes even the best laid plans come unravelled. For us at Churchill, our aim is to build understanding and acceptance that setbacks, mistakes and failures are part of the learning process, and to help our students react well when things don’t go the way we want them to.

We don’t seek failure out – that would be horrible! But equally we shouldn’t protect students from experiencing setbacks. The most important part of the process is showing them how to learn from the experience and improve as a result. When we are learning something new, it’s unreasonable to expect perfection first time – it’s going to take time and effort. We are constantly failing every day, but learning all the time, improving with each mistake, and getting closer and closer to our destination.

Question 1: Why did you fail?

Understanding the causes of failure help us to learn from it. Sometimes the answers to this question will be easy: I didn’t work hard enough. I didn’t prepare thoroughly enough. I didn’t fully understand what it was that I needed to do. In cases like this, the solutions will also be straightforward: work harder. Prepare. Go back and revise.

Sometimes, the answers will be less easy to find. Sometimes something completely unexpected will happen that makes it impossible to succeed. In these situations we we can also ask ourselves whether there was anything we could have done to forsee what went wrong, or whether there was anything we could have prepared for. If the answer is “no” then we can chalk those up to experience, but if the answer is “yes” then we can learn from it.

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Sometimes, you will know what went wrong, but you won’t know what to do about it. This is where teachers, mentors, tutors, family and friends really come into their own. Asking for help when you don’t know what to do next can feel like an admission of weakness, but it is actually a strength. Getting help from those who know more than you do, or who can do it better than you, will help you to get better too. And offering help to those that need it is part of our mission as an Academy – to “encourage others to succeed.”

Question 2: how do you feel?

Let’s not pretend that the feeling of failure is a pleasant one. It isn’t. It can be embarrassing, even humiliating to get something wrong in front of other people. It can be upsetting. If you’ve invested a lot of time, energy, hope and aspiration into a project, failure can be devastating.

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But failure is not fatal, and it is not permanent.

Acknowledging this simple truth is essential for us to learn and grow. It helps all of us to remind ourselves that the disappointment we feel when things go wrong is something that hurts now, but over time it will help us to be stronger and more resilient. It won’t hurt forever – and it could make us better.

Question 3: what have you learned?

Having experienced the horrible feeling of failure, we are faced with a choice. Part of us will certainly want to avoid that feeling in future by not trying – by avoiding the situation where we might fail again. If we do that, however, we risk the failure permanently affecting our confidence and limiting our ability to succeed in future.

Failure and learning

It takes courage and determination to pick ourselves back up and to have another go – but that is the only way to turn failure into learning. Work out where we went wrong, fix it, get help if we need it, and try again.

My failure

One failure that I will never forget comes from my time as the Head of an English Department. I was asked by a colleague to tell off a boy who had been disrespectful in her lesson. I checked the boy’s details on the computer, then went to find him at break time. When I saw him, I launched straight in to my best teacher telling-off, full of disappointment and indignation that this young man had dared to behave so poorly. After about two minutes, I paused for breath. “I think you might want my brother, sir,” said the young man – who had an identical twin.

Why did I fail? Because I didn’t check.

How did I feel? Very stupid.

What did I learn? Always – ALWAYS – check you’ve got the right person before you tell them off.

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We can’t get everything right all the time. But every time we get it wrong we learn more, and improve. Every failure, mistake, and setback is making us stronger, making us smarter. So be brave, keep going, and next time do it a little bit better.

What I believe about education

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Over the past couple of months we have been doing some deep thinking at the Academy about our purpose, our beliefs, and our values. There will be more to follow on this blog about the conclusion of that work, but this week I thought I would share with you some of what I have come to believe about education.

1. Learning

I believe that we should learn at all times, and at all costs.

2. Growth

I believe that we can all improve through effort, deliberate practice, the right attitude and an effective approach.

3. Attitude

I believe that we should build the best attitudes and behaviours for learning to enable achievement.

4. Wellbeing

I believe that achievement, progress and success bring well being and should not cost us our well being.

5. Opportunity

I believe that through taking part and making the most of the opportunities presented to you, you make the most of yourself.

And that’s it: five beliefs about education that we are using to shape the Academy’s values, vision and approach. Keep reading The Headteacher’s Blog to find out more about how we are implementing those beliefs across the school.

 

Grenfell Tower

On Wednesday of this week, took a train into London. I was leading a course called Becoming a growth mindset school for the Association of School and College Leaders, all about the work we are doing at Churchill to develop students’ attitudes to improve the effectiveness of learning. I was up at five to catch an early train, and caught up on some reading as we sped through the morning sunshine. As we entered the urban sprawl of the capital, I put my book down and glanced through the window.

That was when I saw it.

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Grenfell Tower, June 14th 2017

I’d seen on the news on my phone that the Grenfell Tower was ablaze, but I hadn’t realised how close to the tragedy my train would pass. A column of smoke stretched up high into the cloudless sky. A helicopter hovered overhead. The tower itself was a blackened shell. Hoses sprayed water over the smouldering walls. Through the train window it was curiously silent, like a TV on mute – but real. Horribly real.

The survivors – those who made it out of the nightmare – have lost everything. Their clothes, possessions, their money, their documents. They are replaceable, of course, but my thoughts drifted to family photographs, heirlooms, those special things you keep not because of their monetary value but because of what they mean to you. Those things are irreplaceable. But the survivors are the lucky ones. Some – how many we still don’t know – have lost their loved ones, and lost their lives.

The next day, on Thursday, I heard about Ines Alves, a 16-year-old student at Sacred Heart School in Hammersmith. She was revising for her Chemistry GCSE on the 13th floor of Grenfell Tower when her father noticed smoke rising from the fourth floor. She quickly dressed in jeans and a top, grabbed her phone and her revision notes, and ran. She and her family got out of the building safely. “I was trying to revise while we waited downstairs as we thought it was a small fire at first but it was impossible,” she told the Daily Mirror.

Still wearing the clothes she had worn when she fled the tower, Ines went to school in the morning to sit her exam. “Considering what had happened I think the exam went OK. I want to do A-level chemistry and I need an A in science so I was thinking of my future when I decided to sit the exam,” she said. And she wasn’t the only one.

After the exam, Ines went back to rejoin her family and distribute food and water around the community centres as part of the relief work. “I just wanted to do all I could to help,” she said.

Being so close on Wednesday to such a shocking event has deeply affected me. It’s easy to say “my thoughts are with all those affected by this tragedy,” but I haven’t stopped thinking about them. Stories like that of Ines Alves show that, in the midst of tragedy, there are people – especially young people – full of determination, courage, kindness and hope. Even amidst the horror, there is always hope.

UPDATE: August 2017

Ines Alves got an A in her Chemistry GCSE. Congratulations! 

A letter to your younger self

Here at Churchill, we spend a lot of time with students asking them to think about their attitude and approach to learning. The aim of this reflection and work is for the students to refine their behaviours so they are the most effective learners possible. As part of this process, one teacher asked their Year 11 Economics class to reflect on what they’d learnt over the past year, especially from the mock exams they had completed before Christmas. The teacher asked the group to write a letter to a year 10 student, or to themselves a year ago, giving them the benefit of their additional year’s wisdom.

This is one student’s response:

“To a year 10 student

Here are a few tips I would suggest to a younger me I guess:

Firstly, recap what you learn during lessons at the end of the week or sub-topic.  In particular in unit 2 keep reminding yourself of fiscal, monetary and supply-side policies because that’s what I struggled with the most.

Secondly, don’t stop trying to improve your skills in answering questions.  In years 9 and 10 I was working at a solid F grade and I no longer tried because I thought it was hopeless, but at the start of year 11 and over the summer I did a lot of revision and just got my mock back with a B (1 off an A) which shows if you work hard you are able to improve.

Lastly, don’t stress about the information during lessons if you don’t get it, because you can put in extra time another time.”

This message – “if you work hard you are able to improve” – is the cornerstone of the growth mindset approach we are working hard to cultivate at Churchill. It’s fantastic to hear this is paying off for this particular student. I hope that others take heart from their advice and take the same approach!

What advice – if you could! – would you give to your younger self?

The hare and the tortoise

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A school year is a marathon, not a sprint: it’s important to pace ourselves. It reminds me of the story of the hare and the tortoise. The hare sets off at a terrific pace, relying on its natural talent – speed – to get it through. Initially, it pays off and the hare sprints ahead. However, it can’t maintain the pace over time, and ends up asleep under a tree. The tortoise understands that consistent, steady effort, applied over time, will bring its rewards. Because that level of effort can be sustained, the tortoise overhauls the sleeping hare and finishes ahead.

“The moment we believe that success is determined by an ingrained level of ability, we will be brittle in the face of adversity.”

Josh Waitzkin

Everyone at Churchill – staff and student – needs to put in constant and consistent effort in every lesson, every day. That way we can all stay on top of our work and make sure we haven’t got an impossible mountain to climb at the end of term or the end of the year. But it also means that we can sustain that level of effort over time, and make trying hard our default behaviour. Relying on our natural talents to get us through – coasting – may get us a certain distance, but there will come a time when it isn’t enough. Then, if we aren’t used to trying, we won’t have the reserves to make it count.

Another key element to making sure we have the energy to maintain our effort over time, is to ensure we build in relaxation time. We can’t work all the time, and time to unwind and de-stress is vital! It’s also essential that we eat and sleep well, so that we are charged up and ready for the hard work of learning during the school week.

Pace yourself – and keep going!

 

 

Lessons from the Olympics

Welcome back everyone to a new year at Churchill! I hope you all had a great summer. I certainly did, enjoying several trips away with the family and lots of rest and relaxation time. I even got a fair bit of reading done!

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Some of my summer reading! 

I also spent a lot of my summer glued to the coverage of the Rio Olympics, tracking Team GB’s incredible success and binge-watching track cycling, diving and gymnastics amongst many others! It was hugely inspiring, and in this week’s blog I want to share a few of my highlights which I think captured the values we hold to at Churchill.

Care

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Nikki Hamblin of New Zealand comes to Team USA’s Abbey D’Agostino’s aid in the 5,000 metres heats

Athletes train for years for the Olympics, and it can all be over in a heartbeat. In the women’s 5,000 metres heats, New Zealand’s Nikki Hamblin stumbled and fell, taking out the athlete immediately behind her – Abbey D’Agostino from the USA. In the fall, D’Agostino tore her cruciate knee ligament, and in that instant, through no fault of her own, her Olympics was over. Hamblin was distraught at the injury caused to her fellow athlete and stopped to help her up and aid her, limping, around the remaining mile so that they both finished the race. Olympic organisers reinstated both runners to the final, but D’Agostino’s injury meant that she could not take part. However, their sportsmanship and care was recognised in the award of the Pierre de Coubertin medal to both athletes – an honour that has only been handed out 17 times in the history of the games. I found the story really moving: even in the heat of competition, and in the moment that all their hopes were evaporating, their first reaction was not anger or recrimination but care and support for another human being.

Nikki Hamblin And Abbey D'Agostino Portrait Session

Nikki Hamblin and Abbey D’Agostino have been commended for their sportsmanship after they helped each other up to finish the race. (Photo by Chris Graythen/Getty Images)

Inspire

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Ruby Harrold representing Team GB in Gymnastics

I wasn’t fortunate enough to be working at Churchill when Ruby Harrold was a student here, but I felt the rush of support for her from the community through our posts on InstagramFacebook and Twitter.  By the time the Artistic Gymnastics Team Final came round I was bouncing with excitement! To see an ex-Churchill student, who walked our grounds and sat in our classrooms, on the biggest sporting stage of all was a true inspiration. It shows that, with enough hard work and dedication, you can achieve anything.

Ruby is now heading off to the NCAA in America to compete with Louisiana State – we wish her well!

Challenge

There were many amazing moments which showed athletes overcoming huge challenges. There was this moment from the track cycling:

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Laurine van Riessen (Netherlands) rides up the advertising hoardings to avoid a crash in the women’s keirin qualifying

There was the moment Mo Farah fell over in his qualifying race, then got up to win both his heat and double gold medals:

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Mo Farah: overcoming any challenge!

But for me, the story that encapsulated “challenge” the most was Nick Skelton.

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Nick Skelton: gold medallist at 58 years old

Nick Skelton broke his neck in 2000. He had a hip replacement in 2011. His horse, Big Star, tore his lower suspensory in 2014. Careful, meticulous rehabilitation for both horse and rider saw them come back to win showjumping gold in a tense six-way medal jump-off. The tears in his eyes as he stood on the podium told the story of the challenges he and Big Star had overcome to get there: nobody deserved it more.

Achieve

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Team GB medal tally: 27 gold, 23 silver, 17 bronze

I didn’t think anything could match London 2012, but in Rio Team GB won medal after medal after medal. It soon became clear that the team had got their careful preparations absolutely right: attention to detail, team unity, and investment of lottery funding was paying off. I got completely caught up in a spirit of national euphoria! And, after the games, I reflected on the lessons we could learn as an Academy from the incredible success of Team GB in Rio.

  1. Small changes can make a big difference

The so-called “marginal gains” philosophy has long underpinned British Cycling’s success, and seems to have spread! We should all look for the small changes we can make to help us improve and do better every day.

2. Working together maximises the chance of success

When Laura Trott won her Omnium gold medal, she thanked her nutritionist, her power data analyst, her coach, and the “people at home, the people that you don’t see.” There was a massive team behind her, helping her be the best that she could be. Each of our students should be a Laura Trott, with all the staff at school, family and friends supporting them to achieve their very best.

3. There is no success without effort

The hours, days, weeks, months and years of dedicated training that elite athletes put in to achieve their medals shows us what it takes to be successful on the biggest stage. We may not all be the best in the world at what we do, but we need to dedicate ourselves to hard work, perseverance and determination  if we are to achieve success on our own terms. And, at Churchill, we have plenty of examples of just that approach:

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We are celebrating the great achievements of our students in their A-level and GCSE exams this year – achievements that are only possible because of the hours, days, weeks, months and years of dedicated hard work and effort that the students have put in to deserve them. Well done to all of you!

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Jesse Owens won 4 gold medals in the Berlin Olympics in 1936 – and it’s as true today as it was then!

I wish all of our Academy community every success this year!

 

 

Strategic Priorities for Churchill

When I took up post as Headteacher, the Governors gave me 100 days to look at, listen to and learn about the Academy in order to plan the next steps. As part of that process I met students, staff, Governors, families, and representatives from the local community. I summarised all this in my post What Have I Learned? at the end of March.

Since then I have been working hard with my colleagues to plan for the future of the Academy. We already have an outstanding Ofsted report, a track record of success, skilful and dedicated staff, and hardworking and motivated students. What next?

The answer was to get down to the basics of what we need to do to ensure that the Churchill formula is sustainable, and that being a truly great school runs deep into every aspect of our practice. So, first of all, what is it all for?

The Aims of Churchill Academy & Sixth Form

The aims of the Academy are laid out by the Governors, and they are linked to our four core values. They are:

  • Care: To provide outstanding care to safeguard all members of the Academy and secure their well-being
  • Inspire: To provide outstanding teaching and opportunities for development for all members of the Academy
  • Challenge: To set ambitious goals for achievement, progress and behaviour for all members of the Academy
  • Achieve: To secure outstanding academic results and celebrate the wider achievements of all members of the Academy

Everything we do at the Academy is dedicated to achieving those aims. Underneath them, I wanted to put some detail into the priorities we now have as we move beyond our Outstanding status to become a truly great school.

The Priorities of Churchill Academy & Sixth Form

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The Strategic Priorities for the Academy

Each of these four priorities will govern our planning over the coming years. Achieving these priorities will unlock the potential of students at the Academy to achieve the very best outcomes from their learning. You can find the details of the plan in our Strategic Priorities document, and I have summarised the key points below.

Care: to promote the welfare of students and staff

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Care

This priority is fundamental to the success of learning at Churchill. Students are only prepared to take risks with their learning and push themselves forward if they feel safe, secure and cared for. Staff who are similarly cared for, nurtured and given the opportunities to grow will continue to give of their best, day in, day out.

Within the priority of Care, we aim to provide access to personalised pathways through the curriculum, and access to appropriate support, whilst promoting welfare. This means building on the strong foundation of the House system to provide first-rate pastoral care, and combining that with access to tailored academic support. It also means ensuring that the Academy continues to feel like a family, with a sense of belonging and enjoyment which comes from celebrating success in all its forms. Above all, it means remembering that every member of the Academy, student or staff, is an individual, and that we must, in the words of Daniel Pink, “treat people as people” in everything we do.

Read more about Care in our Strategic Priorities document.

Inspire: to develop the very best practice in teaching, learning and leadership

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Inspire

Teaching and learning is our core business. We already have exceptional practice across the Academy, so my priority is to ensure that exceptional becomes the norm. This involves learning from others, sharing our own best practice, and developing a culture of innovation in teaching and learning. Above all, though, it means empowering students to lead their own learning. Our teachers will always teach well, but only the students themselves can learn. Ensuring that they understand how to learn effectively, that they have a hunger for learning, and that they take responsibility for their own progress and development, is vital.

Read more about Inspire in our Strategic Priorities document.

Challenge: to develop a growth mindset across the Academy, so that learners embrace challenges, persist in the face of setbacks, and see effort as the path to success

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Challenge

“Learners” in this priority refers equally to students and staff, and the growth mindset approach means that we all share a belief that intelligence and ability are not fixed, but can grow and develop with effort, practice and determination. I have outlined growth mindset ideas on this blog before, in How to grow your brainYou can learn anything, and The power of praise (amongst others!). What it means in practice is that learners focus on the process of learning, over and above the final product. They see each lesson, each task, each event, as an opportunity to learn, and continue to seek challenges to help them grow. You can hear and see some of the research behind growth mindset, and the implications for schools, in the video below:

Committing to this approach will ensure that attending Churchill Academy will embed positive learning behaviours for life. It won’t be easy – but that’s why we hold “Challenge” as one of our core values!

Read more about Challenge in our Strategic Priorities document.

Achieve: to set consistently high expectations so that all learners achieve exceptional personal and academic outcomes.

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Achieve

This priority came out of the discussion: what is school for? Is it just about exam results? Or is it about more than that? I felt very strongly from my discussions with staff, students, families and governors that Churchill’s strength lies in the balance it strikes between academic outcomes – exam results – and the broader personal outcomes that ensure our students become good citizens with character, resilience and a set of skills valued by employers.

Academically, our aim is simple: year on year we want students at Churchill to do better here than they would have done in any other school. We want them to make more progress and achieve more than similar students do elsewhere. When families choose to send their children to Churchill I want them to know they are getting the best possible chance of success.

More broadly, it is about balancing that academic success with opportunities in the performing arts, sports, outdoor education, student leadership, community activities, volunteering and participation  which will broaden and deepen students’ skills, understanding of citizenship, and sense of belonging. Within all these activities, curricular and extra-curricular, we expect consistently excellent attitudes and behaviour for learning, to embed those approaches in everything we do.

Read more about Achieve in our Strategic Priorities document.

Sustainability: the Academy will ensure sustainability in achieving these priorities.

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Sustainability – investing in the future

These are challenging times for all public services. Demands on our limited resources continue to increase. Our final priority is based on prudent and effective deployment of those resources so they have the maximum impact on learning, reducing waste, and ensuring that whatever we do is sustainable over the longer term. It means valuing the work/life balance of our staff and ensuring that they have the time, energy, expertise and resources they need to do the best job they possibly can. It means exploring collaborations with other schools to share resources where we can. It means redeveloping our site, buildings and grounds so that they are environmentally friendly, efficient, and fit for 21st century learning. And it means building an approach which is not a flash-in-the-pan but which can be sustained over the years to come.

Read more about Sustainability in our Strategic Priorities document.

Achieving our priorities

These priorities are the aspirations of our Academy over the years to come. We are already planning what we are going to do to change, develop and improve our work to move ourselves towards achieving them. It’s an exciting time! We can’t wait to get started…

How to grow your brain

I’ve been a fan of the Khan Academy for a long time now. The website was set up by Salman “Sal” Khan after he began tutoring his cousin, and has developed into an international organisation with the aim of providing a free, world-class education to anyone, anywhere. There are tutorial videos on a mind-boggling array of topics – great for revision or just for pushing yourself and understanding something new. 

What’s particularly great, though, is the philosophy behind the Khan Academy – You Can Learn Anything. Khan explains: 

Most people are held back not by their innate ability, but by their mindset. They think intelligence is fixed, but it isn’t. Your brain is like a muscle. The more you use it and struggle, the more it grows. New research shows we can take control of our ability to learn. We can all become better learners. We just need to build our brains in the right way.

Khan Academy

Helpfully, the Academy has provided a couple of videos explaining exactly how the brain grows when we learn something new. Here’s the short version: 

And for those with a real appetite for it, here’s the detail: 

Finally, Sal Khan himself met with Carol Dweck to explore the ideas behind a growth mindset approach: 

Remember: if you set your mind to it, you can learn anything. 

Why “I can’t do it” won’t do

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Thomas Edison, inventor of the phonograph, motion picture camera, and the light bulb – he knew a thing or two about persistence (image source)

What are the biggest barriers to learning? Of course, there are many difficulties and problems which face us all when we are learning something new. We may not have the resources available; we might not have the right environment in which to learn; we might not have the skills or prior knowledge we need to grasp the concept. However, I think the biggest barrier to learning is our own attitude – the tendency to give up when it gets difficult, to throw up our hands and say “I can’t do it!”

I remember interviewing a student (let’s call her Emma*)  for a place in the sixth form a few years ago. Her mum was with her and she was really struggling in Maths. “I can’t do Maths,” she said. Her mum turned to her and said, “don’t worry, I can’t do Maths either.” Needless to say, Emma didn’t get the grade she needed in Maths to get into the sixth form. I’m sure her mum was trying to help, to offer some comfort to her daughter who was struggling with some difficult concepts. But the notion that not being able to do Maths is somehow okay gave Emma permission to believe that she genuinely couldn’t do Maths – and this wasn’t the case. Anyone can do Maths. Everyone can do Maths. But you need to work at it, and you need to believe you can do it.

Imagine for a moment if Emma had been struggling with reading. Would her mum have turned to her with the same comfort? “Don’t worry, I can’t read either.” This just wouldn’t happen, and we need to have the same attitude to all our learning.
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Luckily, there is a solution – and it’s one simple word. That word is YET. Adding the word “yet” to  the end of a “giving up” phrase is a simple way of reminding us that learning is a process.

  • I can’t do it…YET
  • I don’t understand it…YET
  • I’m no good at painting…YET
  • I tried question 4 and I couldn’t do it…YET
  • I’m not a Maths person…YET

The only way we can guarantee failure is if we give up. Until then, everything we’re doing is learning. What “YET” does is it says that this is a skill which is acquired over time. It’s not something you’re necessarily going to get instantly. There’s a learning curve, and to be successful we need to stay on that curve.

Even Sesame Street have tuned into the power of YET with a catchy tune from Janelle Monae. Enjoy…

You didn’t do it right now, but keep trying, you’ll learn how

You just didn’t get it yet, but you’ll get it soon I bet

That’s the power of yet. 

*Names have been changed.