World Values Day
17th October 2018
World Values Day Thursday 18th November 2018
At HKS we are keen to support the children in becoming well rounded, understanding and supportive members of the community. We work with our families to instill fundamental values in our young people. This begins with developing children who are tolerant of other people and their beliefs, accepting of the needs and wants of others, sharing and looking after each other. Our children learn to welcome visitors and new friends and to share their toys, activities and learning. They understand and accept that everyone is different and that is what makes them special. We broaden their experiences through celebrations, visits, activities and lots of fun! From the time the children enter First Steps, all of these skills and experiences are introduced in engaging and exciting ways so that as the children progress through the school they develop and grow into the extraordinary young people that we know they can be. We know that they will continue to be accepting, understanding and caring people, even after they have left HKS; they will share the values that have been fostered here, with their families and with everyone that they meet.
National Poetry Day
04th October 2018
Thursday 4th October is National Poetry Day. Here at HKS we are celebrating by sharing some of our favourite poems from Shakespeare to Spike Milligan.
We have some fantastic writers in Year 5 and here is an original piece called ‘Dreams’
One night is not enough,
Although it is tough.
Though one thing I can not stand,
Nightmares there not that grand.
Still I don’t understand,
My little sweet dreamland,
I might go there I might not.
Though I just can’t stop,
I’m in bed I just might weep,
But please be quiet I’m trying to sleep!
Dyslexia Awareness Week
02nd October 2018
This week is Dyslexia Awareness Week and to acknowledge this here at HKS we are sharing information with parents and the community to explain why we consider ourselves a Dyslexia Friendly School.
Early identification is key and, in collaboration with the Learning Support Department, our Early Years and Lower School teachers and Learning Support Assistants are expert in looking out for telltale signs of dyslexia from Pre-School children who have difficulty learning nursery rhymes to Primary age children who can’t remember things in sequential order. Dyslexia is not usually diagnosed before the age of 7 but this does not stop our staff putting support in place for children younger than this. Daily phonic sessions, our popular Nessy intervention and our extensive additional activities programme support our children to make the best possible progress.
By the time our children reach secondary age they are used to spending time in our Support Base and many claim to love being there, especially when they can use the computers or enjoy the new Nurture Corner for some quiet reading and relaxation time. By this stage dyslexic children tend to struggling with note taking, identifying the main ideas in a lesson, foreign languages and sequencing. Many of our dyslexic children drop one or more languages in favour of study skills or literacy support with the Learning Support team.
We support our children firstly by making sure that all staff have high quality information about them including One-page profiles and Individual Provision Maps. Our dyslexic children are at the heart of everything we do and our SEND policy, which is available for all to access, feeds into a number of other school wide policies. SEND is also a key part of the HKS School Development Plan.
Our teachers are trained in dyslexia and during Dyslexia Awareness Week will receive a daily tip as a reminder of what a Dyslexia Friendly Classroom looks like. Current strategies include having a multi-sensory approach, making learning intentions clear and summarising at the end of a lesson, giving learners more time to complete tasks and specific tools such as overlays, buff paper, double spacing of texts and dyslexia friendly fonts (Comic Sans Sassoon, Arial). Other tried and tested techniques are using technology to record information (chromebooks, laptops, dictaphones) and using a coloured background on powerpoint as dyslexic children can struggle to see black on white. Finally, we regularly use Learning Support Assistants and SEN teachers to pre-teach key vocabulary or to over-learn content that has been covered that week.
Dyslexia often co-occurs with other learning difficulties such as ADHD so it is not unusual for children to have traits of both. Dyslexia has nothing at all to do with intelligence - it doesn’t mean you are more or less intelligent that someone who does not have dyslexia. It is, however, worth noting some extremely successful famous people who live with dyslexia:
Two successful 'events'
25th September 2018
The school has recently completed two successful ‘events’ – open school events and an ISI Regulatory Compliance Inspection.
It has certainly been a busy two weeks for the school and it is rewarding to note the positive outcomes of each. In my four years at the school there has never been such interest in HKS; whilst our marketing, across a range of media, has reached tens of thousands it remains the case that parents mainly hear about the school via word of mouth.
Clearly such positive conversations result in high levels of prospective parents visiting the school in person. It might be an interesting piece of research to record the contents of such conversation – and particularly reference to, or lack thereof, the outcomes of any inspection reports. The reality of the many inspections and audits that I have been involved in, either as inspector or as the recipient, are that they arguably always seem far more important to the school than they are to parents. Of course, parents use a variety of tools to inform their final decisions when it comes to choosing a school place, and an inspection report may well be one such tool. However, I often prompt parents to do that ‘tummy test’ when visiting HKS and ‘feel’ if the school has the right fit for their child(ren). I cannot recall any conversation in which inspection reports or similar have been referenced by parents.
Without exception, the prospective parents who visited the school on our open events described the school so positively; three days later and independently the ISI team reported similar positive outcomes. I doubt whether the publication of the inspection report will make that much difference to the groups of parents I spoke to last week – after all, they did not seem to be in need of further evidence. On reflection, perhaps next time I might suggest that inspection and open events fully overlap on the school calendar…. but don’t mention that to the staff!
What really, REALLY matters? Tim Baylis, July 2018
06th August 2018
Being invited to speak at a Prize Giving is without doubt a contradictory mixture of humbling delight, unexpected honour and petrifying minefield. Where on Earth do you start? How do you even begin to make the presentation ‘inclusive’? Rather like drafting a best man speech, the potential for getting it horribly, if not offensively wrong is considerable – and of course these days eternally so given the likelihood that some joker films and posts it on TubeFace for The Donald to re-tweet …
Just contemplate for a moment the challenge of occupying – let alone engaging and inspiring – a captive, restless audience ranging from nine-year-olds to nonagenarians and you’ll appreciate my concerns. I can already anticipate crawling up the embankment following the rail crash.
What’s worse is that everyone will be primed with different preconceptions and expectations. We’ve all been in such an audience before – we’ve delighted in the inspirational, dozed through the soporific and squirmed through the verbal equivalent of Uncle Kevin’s air guitar at a wake.
If there are ingredients and/or rules for such a challenge, I have to admit complete ignorance. I suspect they’re out there – somewhere – and probably sanctimoniously finger-wagging about the perils of opinion, bias, self-aggrandisement, name-dropping and cliché. But in truth, to reach for a play-safe rule-book is just not me. I can only be who I am, try my best and learn from the experience – arguably not so bad advice for by far the most important in the audience – the assembled pupils who’ve achieved so much, so admirably, this year.
So what will it be? Should there be props for Years Five and Six – still credulous and perhaps even wide-eyed? Of course – but inevitably guilt too in that meeting their wonder and expectancy is beyond me. (I have recently learned a magic trick, but must be excused because it would only work close-up with a small group.) Will merciless self-deprecation be appropriate for Years Seven and Eight? Probably – and certainly safer than dad-dancing in a gold spandex leotard! But what about Years Nine, Ten and Eleven? Arguably nothing short of spontaneous combustion is going to rouse them, so … Tough. Get over it and know that a working lifetime of health and safety seminars is going to be far worse!
And what do I attempt for the parents – trying so, SO hard to get it right? Would it be patronizing to assume any desperation for pearls of wisdom on exam anxiety, social media gaffes and how to get Billy, Milly and Tilly off their ruddy ‘phones?
As for the teachers and trustees … They’re a tough lot and frankly IMPOSSIBLE to please, let alone impress.
And what if I offend anyone?
Should I ‘do a Bayliss’ – and go off on one about:
- the perils of expectation
- the nonsense of entitlement
- the extraordinary truth that money is far, far less important than discovering not just who, but what you love – that real contentment lies in excelling in what you really, REALLY want to do… what motivates … what excites … what gives meaning …?
So should I play safe, hit the quotations book, and trawl through Google for worthy and amusing anecdotes about vacuous ‘celebrities’ and/or the achievements of some inspiring personality?
Or should I simply trot out some worthy platitudes on:
- triumph, tragedy and legacy
- the roller-coaster of life
- the rewards of endeavour and giving something back …. ?
Hmmmmmn …? Perhaps I’m expected to articulate a PC, postmodernist, socio-political treatise on the commodification of humanity, threat to identity and corrosiveness of capitalism as pertaining to evolving trends in the gig economy? Ugh. NO.
Well – you know what – I’m just going to remind everyone of a simple, useful message – like the importance of being honest with ourselves – acknowledging our idiocies, failings, frailties … of just being who we are. After all – if we’re decent, giving, true to ourselves, do our best and someone doesn’t like it – or me – or you – then who has the problem?
And so for everyone – What really, REALLY matters?
The answer is quite simply the thoughtful moments that make a memorable difference day on day – their incalculable value for both the recipient, and you, the giver. In short, the spontaneous gesture, the unexpected gift, the unprompted kindness, the smile, the “Thank you”.
We’re all blessed in having people to care for, and people who care for us. We all have far too much ‘stuff’, always want more and are, on occasions, truly horrid. And yet – just think of your most treasured possessions. They may have cost little, could appear worthless to anyone else, and yet are truly priceless. My beautiful tiger cowrie shell is not just valued as the spontaneous gift from my best friend at school, but as a constant reminder of the anecdote about a teacher in East Africa who was given a beautiful shell from a pupil and only realized afterwards the enormity of its significance. The rare shell could only have come from a beach 10 km away. The kid had no shoes. The gift wasn’t the shell – it was the walk to find it.
And so there we have it – give a little of yourself every day, and you’ll truly gain so, so much more.
But I won’t finish without a couple of thoughts specifically for all you parents, staff, trustees and everyone associated with Heathfield Knoll. My admiration is unconditional. You collectively work so tirelessly, care so much and repeatedly go that extra mile. And why? To ensure the essential – that, without exception, every unique, exciting, frustrating, surprising, talented pupil has every opportunity to realize their extraordinary potential, achieve their dreams, and enjoy every chance to give their all and make the world the better place. That’s quite a responsibility – but what a magical raison d’être!
(And no, before someone delivers the coup de grâce, I won’t forget that compulsory School Speech Day chestnut … “Be nice to your kids – they’ll eventually choose your nursing home.”)