Ufton Court Annual Report SPREADS - Flipbook - Page 7
CASE STUDY – HARRISON’S STORY
Harrison is in Year 6. At the end of Year 3 he was identified as a pupil with great potential but
was held back by his lack of confidence and inability to try new things. He was enrolled to Ufton
Adventure with the aim of developing his resilience and confidence. At first he was tentative, not
willing to work outside of his comfort zone and struggled socially interacting with more confident
pupils. As the programme grew, so too did Harrison, being exposed to a range of new opportunities
such as residential trips, outdoor walks, fire lighting, outdoor cooking, archery and mountain biking.
Gaining more confidence, Harrison started to become an actively social member of our school. He
became more vocal in the classroom and applied for student leadership roles within the school.
With this growing confidence, we have seen him thrive in the classroom. Harrison’s academic
attainment has risen and he is now above the national average in all three core areas of Reading,
Writing and Maths. This marked rise corresponds with his involvement on the outdoor programme,
seeing clear progression in Years 4 and 5.
This holistic development has positively impacted both on Harrison’s academic attainment and social
wellbeing, creating a young confident individual who has grown from being timid and fearful of
failure to a motivated, driven pupil who enjoys challenging himself. Secondary School is no longer
such a daunting shadow, but a new challenge that Harrison cannot wait to take on!
YEAR 6 HEAD OF YEAR—UFTON ADVENTURE PARTNERSHIP
3. ACADEMIC CONFIDENCE AND RESILIENCE
Lack of Readiness for Learning – Disadvantaged
children often enter nursery and primary
education lacking basic skills such as an ability to
count. They also lack listening and processing skills
and find the demands of an environment, where
they are required to regulate their behaviour,
Study after study shows low-income children
enter school having heard far fewer words
spoken than their better supported peers. This
means that many young children simply cannot
understand what is being asked of them at school.
Many disadvantaged students lack resilience.
When things do not go well and they do not have
the self-belief that is more common in more
advantaged pupils, they give up tasks and find
it hard to keep going when they find something
difficult. They are far less likely to have family role
models who have high achievement through hard
work and determination.
“The farm was a challenge for
Miriam who, at first, found the
animals quite intimidating but by the
final visit was able to enjoy letting
the goats feed from her hand. It was
great to see her be so brave. ”
4. CONDUCT AND SELF REGULATION
Behavioural research shows that disadvantaged
students are more likely to engage in both low
level and more serious behaviour incidents. They
often fail to listen to their teacher and each other.
They are more likely to receive both fixed term
and permanent exclusions. Teacher observations
suggest that disadvantaged students are more
likely to be negatively influenced by other
students with poor behaviour; bad behaviour by
a few key students can lead to worse behaviour
by others around them. The impact of this is
lower attendance and a failure to reach academic
NOOR’S PERSEVERANCE STORY
Noor lacks focus and is impatient and moody. The fire lighting session was about to start and I was
interested to see how she would manage. Would she stick with the challenge of using the striker
stick to light the cotton wool? Would she give up and mope in the side-lines? Would she ask the
teachers to do it for her? I was so pleased to see that with consistent encouragement she showed
herself that she could persevere. She stuck to the challenge and lit the cotton wool and went on to
light the fire. Hopefully, that moment will stay with her and we can build on it back in school.
VERONICA’S MATHS STORY
Veronica’s love of Maths has really developed at Ufton and she has led some of the sessions with her
enthusiasm and eagerness to learn. She has been able to transfer knowledge learnt in one session
into another, particularly about types of angles (acute, obtuse, right angles) and is using her new
skills at school.
AN ADVENTURE GROUP’S LISTENING STORY
During one of the sessions, the group played a throwing and catching game requiring good listening
skills, clear communication and teamwork. Due to the initial excitement, a lot of the students were
getting distracted, calling out and shouting and generally losing concentration, which meant that
they could not complete the task. After a few failed attempts and lots of shouting over each other,
one student caught everyone’s attention and came up with the idea of saying only the name of the
person that you were going to throw to, and keeping quiet at all other times. Everything changed
and they completed the task quickly and effectively. In the reflection session later that day, the
students reflected on the importance of communication and listening to each other.