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About Us
Our Vision

As a Lionheart school, we believe that ‘ANY young person from ANY background deserves an EQUAL chance to be successful in whatever they do’. Every child and adult at Brocks Hill is encouraged reach their full potential regardless of their background.

Each school also has a philosophy and ethos, developed over time and informed by key educational experts and research findings. These underpin the work of the school and impact on progress.

Our ethos is summarised in the Brocks Hill Pledge:

  • We are a community of learners who work collaboratively together.
  • We are committed to an evolving creative curriculum which teaches skills for life such as resilience, resourcefulness, reflection, responsibility, reciprocity and respect.
  • We aim to help children develop into fully rounded, secure, fulfilled adults who are excellent citizens in our global community.
  • We strive for equality, have fair and transparent rules, admissions and employment practices.
  • We celebrate the diversity of our community, in which all groups have a voice and no single group dominates.
  • We are always striving for the best, developing our curriculum and strategic direction based on research, best practice and experience to ensure the best possible outcomes for children.

Here are some of the educational research and theorists who inspire us:

Dylan Wiliam

Dylan tried out his theories in BBC's The Classroom Experiment
The Classroom Experiment Episode 1 on Youtube 
The Classroom Experiment Episode 2
Shirley Clarke

Here is Shirley Clarke talking on
Self, peer and teacher feedback
Guy Claxton

Much of our philosophy is inspired by forward thinkers are researchers in education. Guy Claxton is one of them. 

Here is a video of Guy talking about 
Building Learning Power

Brocks Hill 6Rs

THE 6Rs – RESPECT ~ RESPONSIBILITY ~ RESOURCEFULNESS ~ RESILIENCE ~ REFLECTION ~ RECIPROCITY

We want children of all abilities to be curious, creative, problem solving, value learning and motivated to learn to enable them to make the most of all opportunities they have in our global world. We want children to be able to:

  • identify how they learn and to be able to explain what they can do to extend their own learning
  • make informed choices about how they can extend their own learning and to be able to discuss why learning is important
  • explain how they have transferred learning from one area to another (e.g. problem solving… what strategies did you learn that you will use again? How could this be helpful in the future?)
  • independently select resources and state why particularly resources might be helpful or not
  • be resilient and cope emotionally in our ever changing global world
  • be ready to learn alone and with others

The following list is an example of suggestions about what the 6Rs looks like. The 6Rs are not age related, for example a child in the Foundation Stage can exhibit more independent learning strategies than sometimes a child in Year 5.

RESPECT Honesty and trust Interdependence Collaboration Empathy & Listening Imitation

I work well with others and treat everybody respectfully

I am polite and helpful to everyone

I know when to learn alone and when with others; I can share ideas and information

I look after the environment and resources

I can put myself in other people’s shoes

I learn from the way other people do things

RESPONSIBILITY Taking care of yourself and others Accountability Decision making Being dependable

I can take responsibility for my own learning and behaviour

I can keep myself safe and healthy

I can be kind and take care of others

I know who to ask for help if I need it

I can complete tasks to the best of my ability

I can be flexible and adaptable and cope well with change

RESOURCEFULNESS Questioning Making links Imagining Reasoning Using resources

I am curious about learning

I like to get to the bottom of things

I like to see how things fit together

I can be logical and systematic when working

I make use of a range of learning resources

I enjoy using my imagination

RESILIENCE Absorption Managing distractions Noticing / Observing Perseverance

I like a challenge

I am not afraid of finding things hard

I get ‘lost’ in learning

I make accurate descriptions / observations

I minimise negative distractions

I stick at things despite difficulties

REFLECTION Planning Reflecting Evaluating Meta-learning (thinking about how I learn)

I like to organise my work; I can sort out what needs to be done

I know what I have done well and what I need to do to improve

I can transfer learning from one area to another

I can anticipate problems and ask enquiry questions

I can talk about how I learn

I am curious and notice things

RECIPRIOCITY

Interdependence Collaboration

Empathy and listening

Imitation

I can work on my own at times and I can work with at others.

I can explain my views to others. I can stand my ground in a debate.

I can work as a team and respect and recognise other people’s skills.

I can listen and understand how other people might feel and what it would be like to experience that feeling.

I have high expectations. I can recognise good role models and learn from them.

Strategies to create a growth mindset school

 

Golden Rules

We have 6 Golden Rules which help to keep us all safe and happy at school:
  1. Put your hand up to speak in class.
  2. Ask an adult before you leave the room.
  3. Always walk sensibly inside school.
  4. Keep your hands and feet to yourself.
  5. Always listen to the grown ups in school.
  6. Show good manners at all times.

 

 

6 Barriers to Learning

Life experiences and emotional issues can impact on the progress a child is making.
The main barriers identified as impacting on a child, leading them to make less good progress than would be
expected are:
  • Wellbeing Concerns
  • Attendance
  • Significant Learning Difficulties
  • A Child's Motivation
  • Parental Expectations
  • Language Acquisition
We work hard as a school to ensure attendance is as high as possible. We have a creative curriculum to inspire and motivate children to learn. We work with parents to help them in supporting their child's learning and expecting good progress. We have a very strong SEN team working with children with learning difficulties. We run social support groups, anxiety support groups, expression through art groups etc. to help children who are facing particularly challenging life experiences.