Home » Partner Blogs » Katy Spreckley from Norris Bank Primary School shares some reflections on their work in implementing One Page Profiles

 
 

Katy Spreckley from Norris Bank Primary School shares some reflections on their work in implementing One Page Profiles

 

After having attended one of the Stockport Schools one page profile training sessions run by Gill from HSA, my colleague and I talked about how Norris Bank is getting on with One Page Profiles ourselves.

Our staff at Norris Bank have had all the training sessions regarding the One Page Profiles – we use postcards to record information – but not all staff are fully understanding the importance and usage of the postcards. Some of our staff are seeing it as an end product not a continuous process of personalised learning and evaluating.

As we come to the end of the academic year, we send a new postcard home with the children, for them to complete them with their parents. We then ask for the postcards to be returned and the teachers add their own thoughts and suggestions. The postcards are then passed to the new teacher ready for the September start. The postcards are reviewed and updated by the child’s new teacher prior to our parents evening in October. This is when we use them as a starting point for a conversation regarding their child settling in and future support.

We arranged a meeting with Gill so we could talk about some next steps to help raise the profile and re-inspire some of the teachers. We looked at the lesson plans that are being suggested to use and we are going to carry out the sessions with our children Year 5/6 and Reception children.

We can then make comparisons to the postcards created at home by the parents and children and those created by the children in school, having had some build up teaching and evaluating sessions about personalised learning.  We are hoping that the One Page Profiles created by the children when they have been  more involved in thought processing activities and reflection conversation, will be more personal to them, more meaningful and purposeful rather than parents writing what they think their child needs. This is, of course, still important information but we hope by doing this, to get more of a balance.