SEND Coffee Morning – Friday 14th June
Come along and meet with the SENCOs to discuss any questions or queries relating to supporting pupils with special educational needs.
The benefits of healthy eating
By helping pupils establish healthy eating habits during childhood, we’re able to give them a strong foundation for a lifetime of wellbeing.
We create an environment in our school that prioritises nutritious food choices, to give our pupils the ability and the confidence to make informed decisions about their diet and cultivate habits that support their physical and intellectual growth.
Healthy eating is not purely about physical health, it also improves cognitive function, academic performance and a person’s overall wellbeing. A study published in the Journal of School Health found students who consumed a higher quality diet, including more fruits, vegetables and whole grains, had better academic performance compared to those with poorer dietary habits. Research published in the British Journal of Nutrition indicates nutrients (such as omega-3 fatty acids) are essential for cognitive development in children, and an adequate intake of vitamins and minerals, such as iron and zinc, has been linked to improved cognitive function and attention span.
We teach pupils about nutrition as part of the Paradigm Trust curriculum. In lessons they learn about the importance of balanced diets, food groups, the importance of vitamins and minerals, and nutritional value. We also organise workshops and events to engage pupils and provide them with practical knowledge about healthy eating. Pupils go on farm trips so they can understand more about the provenance and seasonality of food, and we use resources including digital media and printed posters in school to reinforce key messages about nutrition and healthy food choices.
To encourage healthy eating habits, it’s important pupils always have access to nutritious food. Our school lunches are provided by Lunchtime Co., a caterer that prepares its menus carefully, following the School Food Standards Guidance in combination with the nutrition criteria of the Government Buying Standards for Food and Catering Services. Variety is a key consideration in what they create, so different fruits, vegetables, grains, pulses, meat and fish are incorporated across the week, to serve food that looks good and tastes good too.
Promoting healthy eating in our schools is a vital investment in the wellbeing and future of our children. By prioritising nutrition education, providing access to nutritious food, teaching culinary skills and creating supportive environments, we help give pupils the ability to make informed choices that support their physical, cognitive and emotional health.
The value of extracurricular activities
Extracurricular activities can play an incredibly important role in a pupil’s educational journey. They give children the chance to explore beyond their classrooms, providing them with the opportunities to discover new interests and learn new skills.
The benefits of extracurricular activities
A study published in the Economics of Education Review by Stephen Lipscombe found that when it came to extracurricular activities, athletic participation is associated with a 2 percent increase in maths and science test scores. Club participation is associated with a 1 percent increase in maths test scores, and involvement in either type of activity is associated with a five percent increase in Bachelor’s degree attainment expectations.
It’s crucial however, to avoid thinking extracurricular activities are only good for supporting subjects on the mainstream curriculum. Each one has its own intrinsic value and can spark an interest or uncover a passion which pupils carry with them for years to come, either simply as a pastime, or something that influences their choice of a profession in later life.
Paradigm’s core principle is that our curriculum prepares pupils to lead fulfilling lives and to play an active, positive and productive role in our democratic society. In essence, the value of extracurricular activities lies in the holistic development they offer, contributing to well-rounded individuals ready to face the challenges of the future.
Extracurricular activities often improve social skills and teamwork. Whether through sports teams, games clubs, music ensembles or other activities, pupils learn to collaborate, communicate effectively, and appreciate the importance of collective effort. These experiences can contribute to personal growth and prepare pupils for the collaborative nature of the world of work.
Taking part in extracurricular activities is also a positive way for children and young people to build cultural capital. Participation exposes pupils to a variety of new experiences and environments, and this exposure can help them develop a broader understanding of different cultures, perspectives and ways of life. Participating in arts, music, drama and other creative activities can allow pupils to express themselves and develop an appreciation for various forms of cultural expression. This exposure enhances their cultural capital by growing creativity and aesthetic awareness.
Finally, clubs can also encourage pupils’ attendance, as they provide something additional they may look forward to coming to at school.
By having a wide range of extracurricular activities on offer, before and after school, and at lunchtimes, we can give children access to learning and experiences they may not receive otherwise, helping them become more rounded individuals for the future.
The benefits of regular attendance
Regular school attendance is a key focus at Murrayfield because of the many ways it benefits our pupils.
One of the advantages of regular school attendance is academic success. Research shows pupils who attend school consistently are more likely to stay on track with their studies, grasp key concepts, and excel in examinations. Consistent attendance allows continuity of learning which is fundamental for academic achievement.
In 2019, 84% of UK pupils in Key Stage 2 who had 100% attendance achieved the expected standard, while only 40% of pupils who were persistently absent managed to hit their target.
The pattern continues through school. Pupils who didn’t achieve a grade of 4 to 9 in GCSE maths and English on average had missed 10 more days over the key stage compared to students who achieved grade 9 to 5 in the subject. It’s estimated just 17 missed school days per year will result in a drop in GCSE grade.
School is also crucial for developing social and emotional skills. Regular attendance allows students to form lasting friendships, engage in extracurricular activities, and develop essential interpersonal skills they’ll need in adult life.
Attendance also instils discipline and a sense of responsibility in students, and employers often look for people with these traits who can demonstrate reliability and commitment.
To help children who struggle with attendance requires a comprehensive whole-school approach that addresses the root causes. However, there’s no one-size-fits-all solution – we treat each case individually. As a Trust, some of the strategies we use are:
Focusing on Success
If pupils find lessons unengaging and irrelevant, they’re less likely to attend school, so we teach in a way that results in children feeling they are doing something worthwhile, but also secure enough that they feel safe. This feeling of achievement then helps them become more engaged in lessons. We continually review what we do to find ways we can refine and improve, then share them across the Trust.
Parental Involvement
Parents have a crucial role in ensuring their children attend school regularly. We promote parental involvement through regular communication, parent-teacher meetings, and highlighting the importance of attendance for their child’s future.
Early Intervention and Support
Identifying attendance issues early on is essential for effective intervention. By establishing a supportive environment where pupils feel comfortable discussing their challenges we can implement early intervention and prevent prolonged absences.
Positive Reinforcement
Recognising and rewarding good attendance can motivate students to attend school regularly. We run weekly Attendance Stars, with prizes for classes with the best attendance.
By focusing on attendance, we can help more pupils spend more time at school, so they are better educated and better prepared to succeed in their adult lives.
Teacher Training
So they’re able to give pupils the best education possible, we aim to give all our teachers the best training possible, whether they’re at the start of their career or established members of the leadership team
Why train to be a teacher with Paradigm?
Paradigm Trust has a significant track record of delivering high-quality initial teaching training (ITT).
At Paradigm Trust, one of our mottos is “Teach the right things, efficiently.”
We know every minute we have with our learners is important so we never waste time. We take the essentials of every subject and make sure we teach them in the most effective way. We know what works in the classroom and we want to share that.
To deliver our high quality teacher training, we’ve built strong partnerships with several ITT providers. And as the national ITT framework aligns closely with the Paradigm framework, it allows trainees to fit in with our approach to education and have a good grasp of our pedagogy from the start.
The course combines personal learning sessions with vital time in the classroom, observing and working with established teachers to deliver a range of lessons to children. These practical sessions will account for around 80% of course time and give students the essential skills and experience they need to become a professional teacher.
Most of these practical sessions will be at Murrayfield, however we will make sure learners have time at another school to expand their range of experiences.
Career Progression at Paradigm
After their first year, teachers can look to move into a subject lead position at Paradigm. This builds experience and confidence as a middle leader. They get the benefit of working with more experienced colleagues and as a team across the wider Trust. It improves their understanding of the curriculum, of how Paradigm works as an organisation and how to develop teacher resources, all with peer support from across the Trust.
As teachers progress further in their careers, they can take advantage of training opportunities funded and delivered by us for middle, senior and principal level training.
If you’re interested starting your teaching career at a Trust that has a strong emphasis on quality training and your career progression then contact Ben Rogers (Ipswich Academy) to find out more. We would be very pleased to meet with you at any of our schools.