Teaching/Democratic approach
- How does a democratic school work from a practical perspective? How will the day be structured?
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The class will meet in the morning for ‘morning circle’ - a chance to reconnect with each other, set out the plan for the day, address any issues and questions. Then there will usually be timetabled maths, literacy, topic or specialist lessons. Young people are expected to attend these sessions. After this there will be a mixture of other activities e.g. sports, specialist projects and self-directed learning time. Class 1 (Reception and Year 1 has more free-flow activities and small group work)
- Do you follow the national curriculum?
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Yes we follow the national curriculum for literacy and maths, and specialist subjects - art, science, ICT/media, music. We use a concept based curriculum from Common Ground Collaborative for social studies.
- How do children create their My Learning Plan goals?
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Young people work with their teacher and their parents to identify goals that they want to work on and get support for throughout the term. This may be social and emotional, academic, or a personal project. The young person is supported to have this discussion at the parent/teacher/student meeting that happens termly.
- What if young people all choose to do something different that day? How will teachers manage multiple requests?
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Literacy, maths, project and specialist skills sessions form the basic framework of the timetable and young people are expected to attend these lessons unless by prior arrangement with the teacher. During self-directed learning time the class may be divided around the school with some still in the classroom with their class teacher and some in workshops with the specialist workshop teachers, or outside.
- Will children take exams? What if parents wanted their children to do exams earlier?
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At the moment we expect to offer GCSE’s as an option. Young people can choose a selection of GCSE’s to take, they may combine this with a portfolio or perhaps an out-of-school qualification.
It may be that we can offer GCSE’s earlier for those who are ready, however at the moment we are not enrolled with exam boards, or a full teaching staff as our first year intake of young people are still only age 12. It may be that we can support with the learning for GCSE’s and then parents arrange the GCSE exams outside of the school, but we would need to look at this on a case by case basis.
- Is The New School a totally new innovative model or have you adapted an existing approach?
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Democratic education is not new, it has been around since pre 1900’s. The oldest democratic school in the UK is Summerhill school which is 100years old (started in 1921). There are many different variations of democratic education but none in the UK are non fee-paying and so are unable to work with a diverse range of young people. Our funding model is innovative to ensure education is a right of every young person. As far as we know in the UK no one has created an alternative outcomes framework that supports equity, inclusion and social justice as a means of challenging the mainstream education system but still holding schools accountable.
- How many children per class?
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There will be a ratio of 15:1 young people to teacher. There are four classes per age grouping (at capacity) – although within each class there are mixed age young people. See our class page for more information.
- Will you be teaching languages? Can pupils vote for which language they wish to learn?
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We currently offer Spanish as a timetabled lesson run by our art teacher Miriam. We also can offer French as a workshop activity. Young people have input into the workshops on offer, and so can ask for additional languages, although this will be subject to resource.
- How do restorative circles work?
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When harm has been done, or a conflict arises, young people are supported through a restorative circle practise. Usually with the class teacher, or another teacher involved. Teachers also come to restorative circles with young people to resolve teacher/young person conflict. Our pastoral lead supports with issues that are ongoing, or young people who need more support. Please see our community accountability policy (also known as a behaviour policy) for more information.
Teachers
- Can you explain the staffing structure?
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We have two of each of the Classes (1-3) at the moment and one Class 4 with another planned for 2023, so for each age grouping there is another colleague to team teach. We have specialist teachers – art, media/ICT and Science. We have part-time consultancy staff for other areas of the curriculum e.g. P.E.
- Do you use Teaching Assistants?
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We have teaching and learning support assistants that work across the school. Teachers can team teach if they choose to do so and we have a full-time pastoral support lead.
- Are teachers more diverse in terms of their background, training, prior learning?
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We recruit based on values so the teachers we’re looking for have a strong belief in the agency of young people. They are mostly qualified teachers, or qualified in the specialism they are hired to teach. We want our teaching staff and young people to reflect the demographic of Croydon, so we are specifically targeting our recruitment process to try to achieve this diversity, so that we can better support culturally responsive teaching practises for all our young people.
- How do children address teachers?
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By their first names.
Special Education
- Do you accept young people with EHCPs?
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Yes, we have a clear protocol for SEND admission – see our admission policy and our SEND policy. As an independent school with limited budget we cannot easily apply for EHCP’s on behalf of young people, where an educational psychologist is needed to provide a diagnosis. We can apply for EHCPs where there is very clear evidence of need and accompanying paperwork, and we can accept EHCPs assuming as a school we can accommodate the needs of individuals, balanced against the needs of individuals already on the school roll.
- What provision is available for young people with special educational needs?
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Please see our SEND policy.
Mental Health & Wellbeing
- Do you be including alternative/holistic practices such as yoga and meditation?
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Yes, as choice based workshops that are voted on by the young people and offered as long as resources are available.
- Do you focus on mental health?
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Mental health is a growing concern in education. Our school is designed so that mental health issues are less likely to occur, although this is not to say there won’t be young people that need more support. We have much more free time to follow interests and passions, supporting a growing awareness of self-identity. We have space for young people to voice their opinions, to develop social skills with the support of a restorative justice approach to conflict. Our teachers are expected to speak and interact respectfully with young people and to support their classes with social and emotional skills and early identification of any issues. We also have inclusive teaching practices to ensure all skills and talents can be recognised. We have a pastoral support leadfor those young people who need additional support and play therapy, and we work with parents and other stakeholders to ensure these practises are supported at home and in the community. All of our teachers are supported with continuing professional development and training about the nervous system, stress states and techniques to keep themselves grounded and calm, as well as the skills to teach this practice to their class.
We offer a range of therapeutic support including therapeutic play and counselling. Using play in therapy helps young people to express themselves in their own way; especially if they are struggling to understand how they are feeling, or are finding it hard to put their experiences into words. Learn more here.